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ANNUAL
CURRICULUM
PLAN
CLASS III
SESSION 2016-17
Datesheet
Summative Assessment I (Timings - 730 am to 1000 am)
Subject Date Day Parentrsquos Sign
MATHEMATICS 14092016 Wednesday
ENGLISH 15092016 Thursday
HINDI 16092016 Friday
EVS 17092016 Saturday
COMPUTER 19092016 Monday
Summative Assessment II (Timings - 830 am to 1100 am) Subject Date Day Parentrsquos Sign
EVS 14032017 Tuesday
MATHEMATICS 15032017 Wednesday
ENGLISH 16032017 Thursday
HINDI 17032017 Friday
COMPUTER 18032017 Saturday
List of Books
Name of Books Author Name Publisherrsquos Name
ENGLISH 1 Grow with words -English
Course Book -3
2 English Worksheets -3
3 English Grammar- 3
4 Cursive Strokes
Nomita Wilson Amity University Press
Amity University Press
Amity University Press
Amity University Press
हहॊदी 5 अभत हहॊदी ऩाठभारा - 3
6 वमाकयण सोऩान ndash 3
7 (हहॊदी वमाकयण)अभमास ऩसततका
डा० अनयाधा सकसना
डा० कलऩना
Amity University Press
Arya Publishing Company
Amity University Press
MATHEMATICS 8 Grow With Numbers 9 Mathematics - worksheets
Madhu Singh Sirohi Amity University Press
Amity University Press
EVS
10 My Vibrant Planet (EVS)
Mohina Dar amp
Sunita Jaisingh
Amity University Press
MORAL EDUCATION 11 Live and Let Live
(Life s Mantra) ndash 3 Shradha Anand Amity University Press
COMPUTER 12 Viva dot Com
(Computer Science and Information Technology)
Prof Ashok Arora amp Sarika Verma
Viva Education
GK 13 Milligascar
(Know the world around you) Deepti Kathpalia Millennium
Booksource Pvt Ltd
Syllabus Distribution of English (Class III)
Month Grow with Words Grammar Workbook
April L-1 Helping Hand
L-2 Tin-Tin The Robot
Unit-1 Nouns Again Unit-2 Abstract Noun
Ch-1 Poem Ch-2 Fun With Words Ch-3 Punctuation
May L-3 Poem ndash Boats Sail
on the Rivers
Unit-3 Material Nouns Unit-4 Subject and Verb go together
Ch-4 Nouns Ch-5 Name Them Ch-6 Fun Activity
July
L-4 A Night of Mystery
L-5 Little Daddy
Unit-5 Reflexive Pronouns Unit -6 Pronoun or Adjective
Ch-7 Nouns ndash Numbers
Ch-8 Nouns ndash Gender
August L-6 Poem Watching
Clouds
Unit- 7 Adjective Again Unit -8 Tenses
Ch-9 Pronouns Ch-10 Adjectives
September
L-7 From Granny With
Love
Unit-9 Adverbs Ch-11 Comparison of Adjectives
Ch-12 Prefixes and Suffixes
Ch-13 Fun Time
October
L-8 Rath Yatra in Puri Unit-10 Articles Ch-14 Verbs Ch-15 Tenses Ch-16 Editing and
Omitting Ch-17 Subject-Verb Agreement
November
L-9 Poem ndash A Marry
Dance
Unit -11 Prepositions
Unit-12 Conjunctions
Ch-18 Articles
Ch-19 Prepositions
Ch-20 Conjunctions
December
L-10 A Butterfly Unit-13 Sentences Ch-21 Homophones
Ch-22 Fun Time
Ch-23 Framing Questions
January
L-11 The Woodcutter of
Gura
Unit-14 Similies Ch-24 Vocabulary
Ch-25 Fun Time
Ch-26 Compound
Words
February L-12 Jamie and His
Worm
Unit-15 Proverbs Ch-27 to Ch-35
Assessment FA Tasks Composition AudioVideo
Activity
FA ndash 1 (April ndash
May)
1 Paragraph Writing (I want my Robot tohellip)
2 Poem Completion (Saturday Work)
3 Picture description 4 Homework and Classwork
Picture Description Paragraph Writing Poem Completion Letter Writing
Video of
lsquoRobotrsquo
Video of lsquoNGOrsquo
FAndash2 (July ndash
August)
1 MCQ based on Grammar 2 Narrative Writing (A Scary
Night) 3 Poetry Recitation 4 Homework and Classwork
Narrative Writing Poem Completion Paragraph Writing Making a Picture of Sky
Movie lsquoHome
Alonersquo
Video of lsquoRainy
Seasonrsquo
SA-1
(September)
Course book L-1 to 6
Grammar Unit-1 to 8
Workbook Ch-1 to 9
Picture Description and
Paragraph Writing
Comprehension passage
Paragraph Writing Video of lsquoPurirsquo
FA ndash 3(Oct-
Nov)
1 Letter Writing (Informal) 2 Poster Making(Limerick) 3 Poetry Recitation 4 Homework and
Classwork
Letter Writing
Story Writing
Images of Puri
Video of
lsquoSnowfall in
Kashmirrsquo
FA-4 (Dec-Feb)
1 Paragraph Writing (If I were a Bird)
2 Project on lsquoBirdsrsquo 3 MCQ based on Grammar
(Conjunctions) 4 Homework and
Classwork
Speech on lsquoif I become
a Sports Captainhellip
Invitation Writing
Preparing for Speech
Video of
lsquoLifecycle of
butterflyrsquo
Video of
lsquoWoodcutterrsquo
SA-2 (March)
Course book L-7 to 12 Grammar Unit 1 to 15 Workbook Ch-1 to 35 Comprehension passage Letter Writing and Story Writing
Collecting information
on lsquoBirdsrsquo
Letter Writing
Video of
Different
Worms
हहॊदी ऩाठमकरभ विबाजन का ndash 3 भास अभत
हहॊदी ऩाठभारा
वमाकयण सोऩान
हहॊदी वमाकण अभमास ऩसततका
दशमशरवम
साभगरी ऩततकीम यचनातभक गततविधधमाॉ
यचनातभक गततविधधमाॉ
एप ए -1अपरर स भई
अपरर
ऩाठ ndash 1 हभको ऻान दो
ऩाठ ndash2
वह सयज था
ऩाठ ndash 1
हहॊदी वणण ऩाठ ndash 2 नाभ
अऩहठत गदमाॊश
ऩषठ 100 व101
ऩाठ ndash 1 सॊमकत वमॊजन
ऩाठ ndash 2 सॊऻा
वीडडमो वमाकयण
ऩाठ ndash2
1 वनम ऩशओॊ क चितर चिऩकाना ऩाठ ndash 2
2 वणो को करभ स जोडकय तततरी फनाना
वमाकयण ऩाठ ndash1
3 अख़फाय स भखम सभािाय क शबदो को काटकय वणणभारा करभ भ चिऩकाना
वमाकयण ऩाठ ndash1
4 परससदध वमसकतमो वततओॊ व तथानो क चितर स एलफभ फनाना
वमाकयण ऩाठ ndash2
1कववता
2नाटमभॊिन
3फहववकलऩीम
परशन वमाकयण
4का
कामण व गह कामण
भई
ऩाठ ndash3 यॊगा ससमाय
ऩाठndash3 ऩहिान
ऩाठ ndash 4 एकndashअनक
अऩहठत गदमाॊश
ऩषठ-102
अनचछद ndash भया ववदमारम ऩषठ-82
ऩाठ ndash 3 सवणनाभ
ऩाठ ndash 4
ववशषण
वीडडमो ऩाठ ndash3 वीडडमो वमाकयण
ऩाठ ndash4
5 चितरकथा को नाटक भ फदरकय असबनम कयवाना ऩाठ -3
6 अऩन आसऩास व का स सॊफॊचधत ततरीसरॊग व ऩसलरॊग शबद अरग कयक सरखो वमाकयण ऩाठ ndash3
एप ए -2 जराई स अगतत जराई ऩाठ ndash4
गोयमा औय कौआ
ऩाठ ndash5 तीन सहरी भछसरमाॉ ऩाठ ndash6
सनो घय
की फात
ऩाठ ndash7
ववदमारम
ऩाठ ndash5
नाभ की जगह
ऩाठ ndash6
कौन ndash कसा
ऩाठ ndash7
काभ
ऩतर-1 ऩषठ 88
अनचछद ndashभया ववदमारम
ऩाठ ndash5 करकरमा
ऩाठ ndash6
सरॊग
वीडडमो ऩाठndash 5
1 ततनको स चिडिमा का घोसरा फनाना
ऩाठ ndash 4
2यॊगीन कागज़ स ndashभछरी का कोराज फनाना ऩाठ ndash 5
3अनचछद ndashभया ववदमारम
4 ऩॊितनतर की कहानी 5 ऩतर ndashऩतरतरकाओॊ स करकरमा सॊफॊधी चितर एकतर कयक एलफभ भ रगाना वमाकयण ऩाठ ndash7
1यिनातभक
करकरमाकराऩ
ऩाठ ndash5
2सरखखत ऩयीा
अगतत ऩाठ ndash8 हभाय ऩजाघय
अनचछद-
ऩजाघय
ऩाठ ndash9
भातटय जी की करास
ऩाठ ndash10
हभाय भागणदशणक
ऩाठ ndash8
फात औय फात ऩाठ ndash9 ववयाभ चिहन
अऩहठत गदमाॊश
ऩषठ-103
अनचछद-जफ भय घय भ ऩानी
नहीॊ आता ऩषठ-83
ऩाठ ndash7
विन
वीडडमो ऩाठ-9
1नाटम भॊिन ऩाठ ndash9
2धासभणक तथरो क चितर चिऩकाना ऩाठ ndash 8
3ऩाठ भ आए भहाऩरषो स सॊफॊचधत एक-एक नततक भलम सरखना ऩाठ ndash10
4ववसबनन ऩजाघयो स सॊफॊचधत वीडडमो ऩाठ ndash 8
5 जातक कथाएॉ
वीडडमो
3शरवण कौशर
4 का
कामण व गह कामण
एसए ndash 1 ससतॊफय
एप ए -3 अकतफय स निॊफय अकतफय ऩाठndash13
याषरीम धवज
ऩाठndash14
याजदर परसाद
ऩाठ ndash12
एक जस शबद
ऩाठ -13 शबद एकअथण कहानी-रखन
ऩषठ-92
ऩाठ ndash10
शदध ndashअशदध शबद
ऩाठ -11
अनक शबदो क सरए एक शबद
1यॊगीन कागज़ व सीॊक दवाया झॊडा ऩाठ-13
फनाना
2 कछ चितर एकतर कयक एलफभ भ चिऩकाकय उनक ऩमाणमवािी शबद सरखना
वमाकयण ऩाठ -12
3 ऩाठ भ आए अनकाथी शबदो को सॊदय अयो भ अरफभ भ सरखना वमाकयण ऩाठ -13
1यिनातभक कामण
2 अनचछद रखन
ससतॊफय ऩाठ ndash11
आिामण िाणकम
ऩाठ ndash12
गसरतताॉ हभाया
ऩाठ ndash10 भहावय
ऩाठ ndash11
ववरोभ शबद
ऩतर -2
ऩषठ-89
ऩाठ ndash8
ववरोभ शबद
ऩाठ ndash9
ऩमाणमवािी शबद
वीडडमो ऩाठ ndash11
1चितरकथा रखन ऩाठ-11
2परो की ऩसततमो दवाया चितर फनाना ऩाठ12
31 स 50 तक हहॊदी चगनती एलफभ भ सरखना
वमाकयण ऩाठ -10
4 भहावयो का परमोग कयत हए कहानी सरखना
वमाकयण ऩाठ -10
ववरोभ शबदो क चितर एलफभ भ रगाना
वमाकयण ऩाठ ndash 11
अभत हहॊदी ऩाठभारा
ऩाठ 1 स 11
वमाकयण सोऩान
ऩाठ 1 स 6
अभमास ऩसततका ऩाठ 1 स 7
ऩतर व अनचछद रखन
नवॊफय
हदसॊफय
ऩाठ ndash15
भाॉ धयती ऩाठ ndash16
हभायी दतनमा
ऩाठ ndash17
हहॊदी चगनती ऩाठ ndash18
अॊतरय
ऩाठ ndash19
ईदगाह
ऩाठ ndash20
तनमभ
ऩाठ-14 अनक
शबदो क सरए
एक शबद
ऩाठ-15 सभह क सरए एक शबद
कहानी-रखन
ऩषठ-94 अनचछद ndashऐस भनाई
तरफना ऩटाखो क दीवारी ऩषठ-90
ऩाठ-16 चगनती ऩाठ-17हदन भहीन
अऩहठत गदमाॊश
ऩषठ-104
ऩतर-रखन ऩषठ89
ऩाठ -12
तकफॊदी ऩाठ -13 हदशा
ऩाठ ndash14
सजनातभक
कामण
ऩाठ ndash15 व 16
अऩहठत गदमाॊश
1सौय ऩरयवाय का चितर फनाना ऩाठ ndash16
2ऐस कछ रोगो क
चितर िऩकाना जो हभायी सहामता कयत ह-
वमाकयण ऩाठ -14
1 1स 50 तक हहॊदी चगनती एलफभ भ सरखना वमाकयण
ऩाठ -10
2 कहानी सनाना
3कववता ऩाठ
4 का कामण व गह कामण
एप ए -4 जनियी स पयियी
एसए ndash 2 भाचच भािण अभत हहॊदी ऩाठभारा ऩाठ 12 स 22 तक
वमाकयण सोऩान ऩाठ 2 5 6 व 7 स 12 तक
ऩतर व कहानी रखन
अभमास ऩसततका ऩाठ 8 स 19
जनवयी
पयवयी
ऩाठ ndash21
सतमवादी याजा हरयशिॊदर
ऩाठ -22
टरीववजन का जादगय
ऩाठ-18 ऩश-ऩकषमो कीफोसरमाॉ ऩाठ-19 चितर -वणणन अनचछद ndashजफ भयी ऩततक खो गई थी
ऩषठ 83
कहानी-रखन
ऩषठ-95
ऩाठ-20 सॊवाद-रखन
अनचछद ndash भयी भाॉऩषठ-82
ऩतर रखन ऩषठ90
कहानी-रखन ऩषठ-95
ऩाठ ndash17 याषरीम ऩवण
ऩाठ18
कववता रखन
ऩाठ ndash19
चगनती
1नाटम भॊिन
ऩाठ ndash 21
2आववषकायको
क नाभ
ऩाठ ndash 22
1नाटम भॊिन
2फहववकलऩीम परशन वमाकयण
3 का
कामण व गह कामण
4 का
कामण व गह कामण
Syllabus Distribution of Maths (Class III)
Month Course Book Work
sheet
Assess
ment
FA Tasks
April Ch-1 Numbers and Numeration
Revision Number Name up to Thousands Place Value Expansion of Numbers Comparison of Numbers Successor and Predecessor Skip Counting Ch-2 Roman Numerals
Basic Symbols Reading and Writing Roman Numerals
Pg No 1
to 10 and
15 to 17
FA1
(April-
May)
1 MCQ (Ch-12)
2 Number Games
May Ch-3 Addition
Addition of 23 and 4-digit number with
carry and without carry
Facts about addition Solve and Frame the Word Problem Estimation Mental Arithmetic
Pg No 18
to 23
3 Forming
Roman
Numerals
using
Matchsticks
4Homework
and
Classwork
July Ch-4 Subtraction
Subtraction of 23 and 4-digit number with borrowing and without borrowing
Facts about Subtraction Solve and Frame Word Problem Estimation Mental Arithmetic Ch-5 Multiplication
Multiplication by 1 and 2-digit Number Properties of Multiplication Word Problems related to Multiplication
Pg No 24
to 43
FA-2
(July-
August)
1 Activity based on Subtraction using Geometrical Shapes
2 Activity based on Multiplication using Flash cards
August Ch-6 Division
Facts about division Relation between Multiplication and
Division Long Division Method with Remainder
and without Remainder Number Stories
Pg No 44
to 54
3 Activity on Division (Rajma and Ice tray)
4 Homework and Classwork
Month Course Book Workshe
et
Assess
ment
FA Tasks
September Ch-8 Geometrical Shapes Plane Shapes Solid Shapes Tangram Perimeter Circle Symmetry
Pg No 75 to 87
SA-1 (Sept-
ember)
Ch-1 to 6
October Ch-7 Fractions Like and Unlike Fractions Equivalent Fractions Comparison of Fractions Ascending and Descending Order Addition and Subtraction
Pg No 55 to 59 73 and 74
FA-3 (Oct- Nov)
1 Pen- Paper test (Ch-7 8) 2 Activity based on Fractions by showing shaded and un shaded parts
November Ch-10 Money Conversion of Money Addition and Subtraction Multiplication and Division Make Rate Charts and Bills
Pg No 66 and 67 88
to 91
3 Activity on Geometrical Shapes through paper cutting and folding 4 Homework and Classwork
December Ch-11 Time Reading Clock Time Conversion Calendar Ch-12 Pictorial Representation of Data Read and Draw Pictograph
Pg No 60 to 65
FAndash 4 (Jan- Feb)
1 Oral Test (Time) 2 Activity based on Money through artificial notes and coins
January Ch-9 Measurement(Length) Conversion Addition Subtraction
Multiplication and Division of Metric Units
Estimation
Pg No 68 to 72
3 Activity based on Time through their daily routine
February Ch-9 Measurement
(Weight and Volume)
Conversion Addition Subtraction
Multiplication and Division of the problems related to weight and capacity
Number stories
Pg No
11 to 14
4 Homework and Classwork
March Revision of Syllabus for SA- 2 SA - 2 Ch- 7 to 12
Syllabus Distribution of of EVS (Class III)
Month Course Book (My Vibrant
Planet)
Key Concept AV Experien
ce
Assess-ment
FA Tasks
April Ch-1 Our Sun and Solar System
Ch-2 Early Man
Parts of Sun Cardinal directions solar system Phases of Moon Important Discoveries by early men
Videos on
Solar System
Discovery of fire and wheel
Rotation Revolution
FA ndash 1
(April - May)
1 Pen-Paper Test Including MCQ Based on Solar System and Early Man
2 Diagram of Solar System and Different Tools used by early men
3 Creative Writing on
topic ldquoWaterrdquo
4 HW And CW
May Ch-3 Introduction to water
Forms and properties of water
Video on Uses and Forms of water
Properties of Water
July Ch-4 Uses of Water
Ch-5 Water Conservation
Ch-6 Major Cities Near Seas
Uses of water water conservation water cycle
Video on
Water cycle
FA ndash 2
(July - August)
1 Project on 3 Rrsquos
2 Group Discussion on Water Conservation
3 Pen-Paper Test on Topic Uses Source and Conservation of Water
4 HW And CW August Ch-7 The
Earth
Ch- 8 Our Environment
Parts of Earth Physical Features of India
Global Warming Pollution
Video on Types of pollution
Physical features of India
September Ch-9 Living
Things
Living Things
Characteristic
s of Living
Things
Video on
Character
-istics of
Living
Things
SA - 1 Ch- 1 To 5 7 And 8
Month
Course Book (My
Vibrant Planet)
Key Concept AV
Experience
Assess-
ment FA Tasks
October Ch-10 Plants Ch-11 Animals and Birds
Plants Parts and types of plants germination plants as sources of food different ways of cooking animals and birds shelter parts of body types of feathers and beak
Video on Germination Skeleton
FA ndash 3 (Oct ndash Nov)
1 Pen Paper Test Including MCQ Based On Properties and Uses of Air Types of Plants and Animals and Birds Classification
2 Diagram of beaks claws and germination of seed
3 Role Play on lsquoOur Bodyrsquo
4 HW and CW
November Ch-12 Our Body Ch-13 Air Around Us
Our Body Five senses external and internal organs of body skeleton And muscles atmosphere pollution
Video on External and Internal Body Organs with Function and Air Pollution
December Ch- 14 Means of transport and communication
Types of Transport and Communication
Video on Types of Transport and Communication
January Ch-15 Festivals of India Ch- 16 Dresses of India
National Harvest and Religious Festivals Seasons
Video on Types of Festivals
FA ndash 4 (Jan - Feb)
1 Pen paper Test Including MCQ on Dresses and Festivals 2 Radio Show on lsquoCelebrityrsquo 3 Project on Means of transport and communication 4 HW and CW
February Ch-17
celebrity
Life History of
Saina Nehwal
Video on
Celebrity
March Quick
Revision
SA - 2 Ch - 10 to 16
Syllabus Distribution of of GK (Class III)
Month Topics PgNo Activities April Animal Mates
Resources of Life Neighbourhood Services Amazing Machines Leaders of Change Spot the Difference Rainwater Harvesting Generating Electricity Rebus Voyage Through Oceans
6 7 17 18 25 26 34 35 46 47
1 Name some more male and female species of some other animals which are not given in book 2 Find some other neighbourhood services with the services they provide
May Our Animal Friend Kitchen Secrets Modes of Transport Shapes And Pattern Bird Watching
8 9 19 27 36-37
1 Mark the oceans and continents on map of the world
2 Name some animals (other than book) and the products we get from them
July Components of Food Marvels of the World Story Of Paper A Trip to Planetarium Substances Matters Amazing Plants
10 20 28 38 48 56-57
1 Make a list of new seven wonders with pictures
2 Collect information on any one of the aquatic plants
August Places of Interest Festivals of the World Odd One Out Water Cycle Sharpen Your Mind
11 21 29 39 49
1 Make a list of some places (other than book) of your interest with reason
2 Collect information on any one of the festival which is not mentioned in book
3 Pen paper test Pg no 6171920343539475657
September Exploring the Earth Amazing Facts
58 59
October Wetland
On the Floor
12-13
22
1 Make a list along with the pictures of various other dance forms of other countries
November Cycle of Seasons
World of Athletics Enjoy Your Meal Locating Objects Man on Moon
14-15 23 30 40 50-51
1 Draw the route map from your home to a school
2 Make a list of sports which are the parts of Olympics
January The Little Fir Tree Healthy Lifestyle Camouflage Service Before Self Sounds of Things Important Dates
32 33 42-43 44 54 61
1 Find out the names of some animals who conceal themselves by blending with their surroundings
2 Try to solve grid puzzle from the
newspaper February Maths At a Glance
Letrsquos Dress Up States and Capitals
58 59
1 Pen paper test pgno
3031415558596061 6263
March First In the World Famous Characters and Their Creations
63 64
Syllabus Distribution of Moral Education (Class III)
Month Live and Let Live
April and May Ch-1 Mind and Body
July Ch- 2 Keep Surroundings Clean
August Ch-3 Do Hard Work
September Ch-4 Courage Within Me
October Ch- 5 Letrsquos Love India
November Ch- 6 It is lsquoWersquo Not lsquoMersquo
December Ch-7 Stop Pollution
Januray Ch- 8 Being Non ndashViolent
February Ch-9 You Are Great
Syllabus Distribution of Computer (Class III)
Month Course Book Assess
ment FA Tasks
April L-1 Introduction to a Computer 11 Computer ndash A Smart Machine 12 Working of a Computer 13 Features of a Computer 14 Limitations of a Computer 15 Types of Computer 16 Computers in other Machines
FA ndash 1 (April- May)
1 Class work done in book and notebook
2 Activity of Identifying pictures
May L-2 Parts of a Computer 21 Hardware 22 Software 23 Differences between Hardware
and Software
3 Quiz Competition on the topic lsquo Hardware and Softwarersquo
4 Type the names and features of any ten keys in Word pad
July L-3 MS Windows The Operating System
31 Microsoft Windows 32 Working with Windows 7 33 Understanding Files and Folders 34 Application Window 35 Some Components of Application
Window 36 Windows XP Versus Windows 7
FA ndash 2 (July- Aug)
1 Class work done in book and notebook
2 Lab Activity related to L- 3
3 Drawing Flag of
India in Paint 4 Identifying and
naming the tools August L-4 More on MS Paint
41 Curve Shape 42 Polygon Shape 43 Menu Bar
September Revision of L- 1to 4 for SA ndash 1 Sample Paper-1(Pg No-56)
SA -1 (Sept-
ember)
L-1 to 4 Complete with MCQ TrueFalse Fill in the Blanks Match the Column Crosswords Identify and label the pictures and Question Answer + Lab Activities related to L 1 to 4done in the lab
Month Course Book Assessment
FA Tasks
October L-5 Editing in MS Paint 51 Selecting the Drawing 52 Using Clipboard 53 Image Group 54 Changing the Size of an Image
FA - 3 (Oct-Nov)
1 Class work done in book and notebook
2 Make a greeting card for your teacher using all the tools of MS Paint
November L-6 LOGO A Computer Language 61 LOGO 62 Starting MSW Logo 63 Components of a LOGO 64 LOGO Primitives 65 Repeat Command 66 Exiting LOGO
3 Lab Activity related to L-6
4 Make a list of shortcut of commands on a thick sheet
December L-7 LOGO Arithmetic 71 Revision of LOGO Primitives 72 Print Primitive 73 Calculations in LOGO 74 Print with Logical Operators
FA- 4 (Jan-Feb)
1 Make a poster on LOGO Primitives
2 Lab Activity related to L- 7
3 Lab Activity related to L- 8
4 Crossword related to ldquoMS Wordrdquo
January L-8 Learning MS Word 81 Starting MS Word 2010 82 Parts of MS Word Window 83 Typing Text 84 Creating a New Document 85 Saving a File 86 Printing a Document 87 Closing a Document 88 Opening an Existing Document
February Revision of L-5 to 8 for SA- II Sample PaperndashII(PgNo98) Olympiad Practice Sheet (Pg No 104)
March Revision of all the Chapters for SA II SA -2 L-5 to 8 Complete with MCQ TrueFalse Fill in the blanks Match the Columns Crosswords Identify and label the pictures and Question Answers + Lab Activities related to L 5 to 8 done in the Computer lab
Assessment Rubrics(Source CBSE CCE Manual)
REPORTING STUDENTSrsquo ACHIEVEMENT While reporting studentsrsquo achievement in different areas indirect grading in absolute scale having five points may be used The grades will stand for the following distribution of marks A+ Outstanding 90 - 100 A Excellent 75 - 89 B Very Good 56 - 74 C Good 35 - 55 D Scope for improvement Below 35 The grade of the child can be computed in the achievement card based on the percentage of presence of behaviour indicator in the above category of percentiles Besides certain remarks can be made in scholastic and co-scholastic areas as well as the achievement level of the child These remarks will help the parents and the child to provide the learning skills in that area by devoting more learning efforts Thus continuous and comprehensive evaluation is a useful proposition for improvement of studentsrsquo achievement through continuous diagnosis remediation encouragement and appreciation It requires coordinated and concerted efforts on the part of Principals teachers and parents for the multifaceted personality development of the child The enclosed rating scales are expected to help the teachers in proper placement of students in terms of the different grades
LANGUAGES Aspects Sub-
Skills A+ A B C D
01
Re
ad
ing
Sk
ills
(L
ou
d R
ea
din
g)
Pro
nu
nci
ati
on
Can read short storiesarticleswords on ones own and uses his phonetic skills to pronounce new words
Can read short storiesarticle on ones own most of the time Uses his phonetic skills to pronounce new words most of the time
Can often read short stories with varying speed and guidance most of the time
Can read short stories with varying speed and guidance from the teachers most of the time
Needs help and prompting by the teacher all the time
Flu
en
cy
Can read simplecomplex passages fluently with proper speed expression and pronunciation
Can read simplecomplex passages fluently with speed but needs occasional prompting
Can read simple passages but takes time to read each word lacks fluency speed and expression
Can read simple passages with guidance or prompting most of the time
Fumbles a to while reading even simple sentences Needs help all the time
Co
mp
reh
en
sio
n Can read and
understand text and answer questions correctly
Can read and understand text and answer most of the questions correctly
Can read and understand text and answer some of the questions correctly
Can read and understand text with the help of teacher
Cannot comprehend the text at all
Aspects Sub-Skills
A+ A B C D 0
2 W
riti
ng
Sk
ills
Cre
ati
ve
Wri
tin
g
Can write short stories and paragraphs with accuracy and originality in sentence construction and use of vocabulary Ideas are arranged logically
Can write short stories and paragraphs on a given topic with a fair degree of accuracy Displays originality sometimes Ideas are generally logically arranged
Writes stories and paragraphs but makes quite a few errors
Can write short connected descriptive sentences on ones own with some grammatical errors
Cannot write even short sentences of ones own makes a lot of mistakes
Ha
nd
wri
tin
g
Is neat and legible All letters and strokes are consistent and joined correctly Transcription is error free
Is neat and legible Occasional inconsistency seen in formation of letters and strokes Transcription is error free
Is legible but sometimes inconsistent with his strokes and letters Transcription has occasional errors
Handwriting is not very neat Transcription has many errors
Is neither legible nor consistent
Gra
mm
ar Can write sentences
accurately Can write sentences accurately most of the time
Can write sentences with quite a few errors
Can write sentences with a lot of mistakes
Cannot write with accuracy Needs help very often
Sp
ell
ing
s Can spell all words correctly Tries to spell new words
Can correctly spell all the words most of the time Falters occasionally
Can correctly spell words but sometimes makes mistakes
Makes a lot of spellings mistakes
Cannot spell words properly Has to be helped
Vo
cab
ula
ry Has a rich
vocabulary Often uses new words and phrases in written and spoken forms
Has a good range of vocabulary and phrases Uses new words only most of the time
Has a fair range of vocabulary Uses new words sometimes
Vocabulary is limited to only those words which have been taught in class
Has a poor stock of vocabulary
03
Sp
ea
kin
g
Sk
ills
Co
nv
ers
ati
on
Is fluent and spontaneous Responds to situations appropriately and accurately Can narrate incidentsanecdotes and can participate in a discussion on a given topic with ease
Is fluent and spontaneous most of the time Responds to the situations appropriately but fumbles for words occasionally Can narrate incidentsanecdote and can participate in discussions with efforts
Lacks spontaneity fluency and accuracy sometimes Response time rather long Needs prompting most of the time
Lacks spontaneity fluency and accuracy
Needs help most of the time
Re
cita
tio
n
Can recite a poem or a story with proper speed Dictation expression and tone
Can recite a poem or a story with proper speed or expression but makes occasional mistakes in pronunciation or forgets at times
Can recite a poem or story with occasional prompting Expression is not very strong and effective
Cannot recite an entire poem or story without prompting Pronunciation expression is not appropriate
Recitation is poor Lacks expression
04
Lis
ten
ing
Sk
ills
Co
mp
reh
en
sio
n
Can comprehend oral questions instructions stories poems
Comprehends oral question instructions stories and poems most of the time
Has some difficulty in comprehending Instructions stories or poems Needs guidance quite often
Understands simple conversation in familiar situations Needs simplification or translation most of the time
Cannot understand instructions Needs help all the time
Ex
tra
Re
ad
ing
Can read short storiespoems for pleasure on ones own with complete comprehension Can form opinions and evaluate characters and incidents
Reads storiespoems for pleasure Sometimes needs help in understanding the story Can form opinions and evaluate characters and incidents
Needs a lot of help with understanding of stories and poems Can evaluate a character or a situation only sometimes
Shows lack of interest in reading stories or poems Needs a lot of prompting
Not interested to read at all any extra material of ones own
Act
ivit
ies
P
roje
ct
Participates enthusiastically in activities Projects
Enthusiastically participates in activitiesProjects most of the time
Needs persuasion by the teacher for active participation
Seldom participates in activities projects assigned
Does not participate at all
MATHEMATICS
A+ A B C D
Co
nce
pt
Understands the concepts with logical thinking and good reasoning skill
Understands the concepts thoroughly
Understands the concepts and is able to apply most of them correctly Needs occasional help
Takes more time in understanding new concepts and requires frequent help
Needs help most of the time in understanding the concepts and logically applying them Activity Very confident
Act
ivit
y
Very confident original and creative in-group activities Has tremendous team spirit
Takes keen interest in doing various activities and applying the concepts to real life situations
Quite creative but needs to be more innovative and original
Takes interest but needs to be more systematic and organized
Lacks initiative and is disinterested in-group activity
Ta
ble
s
Has understood the concept of grouping the numbers and knows the tables by heart Can also do dodge tables
Knows the tables but falters a little in dodge tables
Knows the tables but Makes mistakes in tables of higher number Falters in dodge tables
Has not understood the concept of tables Makes a lot of mistakes in dodge tables
Has not learnt the tables Cannot do dodge tables at all
Me
nta
l a
bil
ity
Takes immense delight in working with mathematical problems mentally
Has a good number sense Quick in solving problems mentally
Solves mental sums with ease but at times makes careless mistakes
Can perform mental calculations but falters occasionally
Slow in solving sums mentally
Wri
tte
n
wo
rk
Work is neat and methodical Presentation is a source of inspiration for others
Neat and systematic work
Neat and regular work but sometimes not up to the mark
Often the work is untidy and the figures are shabbily drawn
Untidy work Late in submitting the assignments
ENVIRONMENTAL SCIENCE
En
vir
on
me
nta
l S
en
siti
vit
y
Has the ability to reason does independent thinking has value appreciation for truth and aesthetic sensitivityobservation
Can do some independent thinking and is quite observant with reflexes of occasional appreciation
Can attempt to answer simple questions based on reasoning and observation
Has difficulty in reasoning and observing Can attempt to answer simple questions
Needs prompting to answer simple questions
Act
ivit
y
Pro
ject
Very innovative Collects information is able to present the work neatly does reference work
Work is informative and neat most of the time
Work is informative and more or less neat tends to take support and help
Presentation needs improvement less informative
Work is untidy and files not well kept and work is least informative
Gro
up
D
iscu
ssio
n
Listens to others point of view and is able to add to them Makes interesting observations has a good organization of thoughts
Listens to others View point and hesitates to answer
Listens passively and offers no views hesitates to answer needs occasional help to give views
Has some difficulty in comprehending instructions has to be prodded to give answers
Has difficulty in paying attention and following instructions needs simplification most of the time
SCIENCE C
on
cep
t Excellent ability to understand grasp recall define and reason Understands and differentiates textual material with great case Is able to apply relevant knowledge and tabulate facts well Reads and comprehends text diagram and web chart quickly
Good ability to understand grasp recall define and reasons Understands the textual material with ease Is able to apply relevant knowledge Reads and comprehends text diagram and web chart
Can understand and recall the textual material Is able to apply relevant knowledge and tabulate facts can read and comprehend diagrams and web charts
Can understand grasp recall define and reason Understands the textual material and with help from the teacher Is able to tabulate facts well Reads and comprehends text diagram and web chart with difficulty
Needs continuous guidance in understanding Finds difficulty in reading and comprehending text
Act
ivit
y
Pro
ject
Voluntarily participates in all the activities and enjoys experiments Highly appreciable creative and original in presentation Is explorative innovative and infers a result after experimenting does extensive reference work
Participates in most of the activities and Performs experiments with interest Excellent creative project presentation Is explorative and innovative in experimenting does reference work
Participates in some of the activities and performs some experiments Good project presentation with little creativity Is explorative in experimenting sometimes does reference work
Participates in very few activities and rarely performs any experiments Satisfactory project presentation not very creative Rarely read any reference books
Needs a lot of encouragement to participate in activities or perform experiments Project presentation is not creative and systematic Not interested in extra reading
Sci
en
tifi
c S
kil
ls
Has a very keen observation inquisitive approach likes to experiment in a systematic way and draws accurate diagrams and records information correctly carefully and systematically Is able to analyze draw inference and apply information
Has a keen observation is inquisitive does systematic work and draw neat diagrams records information correctly carefully and systematically Is able to analyze draw inference and apply information
Sometimes inquires about concepts usually does experimentation in a systematic way and draws diagrams correctly Records information Is able to draw inference and apply information with some difficulty
Rarely inquisitive Does experimentation when told not very systematic work and untidy diagrams Is not able to draw inference and apply information
Not interested in experimentation recording or drawing inference Not very tidy and organized in his work Generally disinterested
Gro
up
Dis
cuss
ion
Actively participates and usually leads all group discussions Very often makes interesting observations and adds to the points given Can analyze points critically and generate new ideas
Actively participates Good relations with other members Often makes interesting observations can analyze some points critically
Participates sometimes Satisfactory relations with other members Sometimes makes interesting observations Can analyze few points
Hesitant to participate in-group discussions Poor relations with other members Rarely makes observations Unable to analyze points
A passive participant Never makes observations unable to analyze points
COMPUTER EDUCATION
Sk
ills
Very confident in using graphic skills word processing skills and operating skills
Skilled in operating and word processing skills
Shows excellent eye hand coordination in operating skills
Uses computer to enhance his knowledge on various topics taught in class Uses computer as a tool
Needs help from the buddy to complete his assignments
Ap
titu
de
Excellent in selecting and using different colours creating pictures and identifying different features of multimedia in work presentations
Shows special aptitude in using tools to create shapes and lines
Works with confidence and handles mouse with competence
Is able to combine text and graphics with help from teacher
Takes time to locate keys on the keyboard
GAMES
En
thu
sia
sm Plays with full
intrinsic Motivation
Plays with full intrinsic motivation most of the time
Plays with zeal but of his choice games
Plays but only when commanded
Always gives excuses
Dis
cip
lin
e
Obeys all class discipline voluntarily and plays by following all rules of the game
Obeys all class discipline voluntarily most of the time and plays by following all rules of the games
Obeys class discipline on command and follows rules only suited to his advantage
Obeys due to fear of punishment Follows rules on command with displeasure
Lacks discipline
Te
am
sp
irit
Has team spirit and plays for winning
Has team spirit and plays for winning most of the time
Puts his effort individually
Shows team harmony on and off
Not a team player
Tal
ent
Str
en
gth
a
nd
sta
min
a
spee
d)
Outstanding development of skills and displays high performance
Excellent development of skills and displays high performance most of the time
Very good skill development but performs occasionally
Average skill development
Slow skill development`
MUSIC
Inte
rest
Always very keen to learn and follow given instructions
Very keen to learn and follow instructions most of the time
Needs little drive to learn and start
Sometime shows interest
Does not show much interest
Rh
yth
m Child has a good
sense of rhythm and keeps pace with the beat
Child has a good sense of rhythm and sometimes falters in keeping pace with the beat
Sometimes loses pace with the beat
Sometimes goes off the beat and cannot make it up
Does not have the sense of rhythm
Me
lod
y Child has a good
sense of tune Child has a good sense of tune and goes off key Occasionally
Child goes off key sometimes can come back in tune
Child has the sense of time but goes off key in higher octave
Child does not have much sense of music
PERSONALITY DEVELOPMENT
Co
urt
eo
usn
ess
Very careful about wishing saying sorry thank you and excuse me Always stands up to give respect Always speaks politely and uses good vocabulary never interrupts in between
Wishes others most of the time says sorry thank you and excuse me stands up to give respect speaks politely never interrupts in between
Many times wish others (says sorry thank you and excuse me) Some times interrupts in between speaks politely may times
Sometimes avoids to wish (says sorry thank you and excuse me) Some times speaks politely interrupts in between
Avoids wishing (say sorry thank you and excuse me) Aggressive and impolite
Co
nfi
de
nce
Always very confident in carrying out various activities
Very confident in carrying out various activities most of the time
Confident in carrying out most of the activities
Quite confident but needs to come up with hisher ideas
Needs to develop confidence
Ca
re o
f B
elo
ng
ing
s Always respects the belongings and takes care
Takes care of self as well as others property most of the time
Most of the times takes care of belongings
Takes care but does not bother about others
Careless about self as well as others property
Ne
atn
ess
Always wears proper and neat uniform Very careful about personal hygiene
Wears proper and neat uniform Sometime nailshairteeth not clean
Wears proper and neat uniform most of the time
Most of the times in improper uniform often not careful about hygiene
Often untidily dressed
Re
gu
lari
ty a
nd
p
un
ctu
ali
ty
Very particular about being regular and punctual to school classroom Always regular in doing and submitting assignments and projects
Often particular about being regular and punctual to schoolclassroom often regular in doing and submitting assignments and projects
Sometimes particular about being regular and punctual Sometimes late in submitting assignments
Sometimes irregular and not punctual to schoolclassroom Sometimes late in submitting assignments and projects
Irregular and sometimes late to schoolclassroom Rarely submits assignments and projects in time
Init
iati
ve
Always tries to do things independently Always ready to participate in oral discussionsextra curricular activities
Most of the times tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Often tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Sometimes tries to do things independently Sometimes ready to participate in oral discussionsextra curricular activities
Never does things independently a voids participating in oral discussionsextra curricular activities
Sp
irit
of
serv
ice
Always volunteers to participate in all activities for a social cause Always ready to help others
Volunteers to participate in activities for a social cause most of the time Often ready to help others
Often volunteers to participate in activities for a social cause Often helps others
Sometimes volunteers to participate in activities for a social cause Sometimes helps others
Rarely participates in activities for a social cause Never bothers to help others
Re
spe
ct o
the
rs
pro
pe
rty
Always follows rules and regulations Takes good care of property and consciously makes efforts to keep the environment clean
Most of the time follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Often follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Sometimes follows rules and regulations Does bother about others property Sometimes litters hisher surroundings
Does not follow rules and regulations Is not sensitive about others property Often litters hisher surroundings
Se
lf c
on
tro
l
Well disciplined in the classroom corridors staircase Never misbehaves or fights in the playgroundbreak Emotionally a balanced child
Disciplined in the classroomcorridorsstair case most of the time Never misbehaves or fights in the playgroundbreak
Disciplined in the classroomcorridors staircase most of the time Occasionally misbehaves or fights in the playground break
Disciplined in the classroom but not in corridors staircase Often misbehaves or fightsbullies in the play groundbreak
Indiscipline in the classroomcorridorsstaircase Mostly misbehaves fights bullies in the playgroundbreak
ART amp CRAFT
Inte
rest
Shows great enjoyment and aptitude for drawing and painting - recognizes the value of art
Shows great enjoyment and aptitude for drawing and painting ndash recognizes the value of art most of the time
Enjoys drawing and painting Shows imagination some time
Prefers to be guided than using his own imagination
Prefers to reproduce what is seen Needs repeated instruction
Cre
ati
vit
y
Has original drawing and innovativeness in the work Shows more feeling and expressions in hisher work
Has original drawing and innovativeness in the work shows more feeling and expressions in hisher work most of the time
Good at reproducing Shows feelings and emotions
Can communicate the ideas in terms of effect and appeal
Lacks creativity and looks for ideas and instructions from the teachers
Sk
ill
Excellent development of skills and high performance
Excellent development of skills and high performance most of the time
Skills development is good but performs occasionally
Very slow skill development
No skills
Learning Indicators (Source NCERT CCE Manual)
ENGLISH
At the end of class III learners will be able to do the following (Learning outcomes) Talk about themselves members of the family and the people in their surroundings Follow simple instructions requests and questions and use formulaic expressions
appropriately Enjoy doing tasks (including singing a rhyme or identifying a person object or thing)
in English Recognize whole words or chunks of language Recognize small and capital forms of
English alphabet both in context and in isolation Read simple wordsshort sentences with the help of pictures and understand them
Write simple wordsphrasesshort sentences Listening Curricular Expectations Understand simple English language spoken in their immediate environment Enthusiasm to listen to English with understanding Appreciate non-verbal clues and respond through speaking body language
Pedagogic Processes Clear lip movement for children with hearing impairment to lip read
Familiarizing children with day to day spoken English (small sentences and phrases) in class assembly playground etc with peersgroups
Creating learning situations for using greetings and polite forms of expression Using formulaic expressions such as lsquoSit in a circlersquo and helping children become familiar with these expressions and use them
Familiarizing children with the sound system of English through chunks of language such as ldquoan applerdquo and connecting it with visualsrealia
Giving oral instructions for gamesactivities in simple English Introducing content and devising tasks that encourage children to draw on diverse
experiences and make connections with what is worthwhile and important to them Encouraging children to watch English cartoons (Listening and speaking are
developing in conjunction) and speak about it Providing input via audio-videoreading out from material and generating interest
through pair and group workrole-play Facilitating pairgroup work where children share their experiences
Providing learning situations such as role play to listen and communicate messages Using picture clips photos singing storytelling effective questions music etc
Narrating variety of stories from the textbook and beyond helping children to talk about the main idea Using a number of facial expressions dramatizing and picturising stories
Asking questions based on the texts using mother tongue and scaffolding wherever necessary using role play
Reading aloud action songspoems encouraging children to sing collectively (Listening and speaking are connected) using gestures
Giving dictation of a few simple sentences to enable children to listen and write (Listening is linked with speakingwriting)
Playing music (non-verbal) and encouraging children to express themselves through speech action dance drama photographs film clips puppets comics displays and singing
Drawing attention to onomatopoeic sounds such as a tap-tap buzz grrr etc
Learning Indicators (Progression) Listening Responds to English words and sentences used in classschool in home
languageEnglish eg mode of transportation post office other sources etc and reads the poem aloud and
enact etc Responds to simple greetings and polite forms of expression in Englishhome
languagefacial expressionbody language eg Please work with your friend etc Let us tidy the place (simple 6-8 sentences)
Follows rules of gamesactivities eg Today we will play lsquorelay racersquo Do you know how is it played Irsquoll tell you the rules and wersquoll play
Engages with English cartoons childrenrsquos filmsvisuals eg Describe what you saw in the film and other related questions etc
Shows interest in listening to experiences of her peers and others in English and home language eg All the students had gone for a picnic and are now sharing their experiences
Attends to oral messagestelephonic communications and communicates them in English home language eg Receives messages and conveys Listens to new words and pointsindicates objects and persons eg Listening a story and understanding the meaning of words in context
Understands the story and tells the main action in it (Listening amp Speaking in conjunction) in home languageEnglishsign language
Shows enthusiasm to listen to English poems songs jokes eg Birds sing phone rings Responds to questions asked on textual material narrated stories in English home language eg Do you enjoy train rides
Takes dictation of chunks of words eg describing the classroom Draws with interest after listening to the input eg Follows steps and does the task and
also listens and writes wordssentence with understanding such as let us make an envelope
Enjoys rhyme and rhythm of poems and sings aloud eg I found a shell a curly one Lying on the sand Appreciates music and expresses in actionspeech Listens and co-relates various onomatopoeic sounds talks about them eg Tak tak is anybody there
Speaking Curricular Expectations Able to speak English along with home languageAble to ask questions Able to recite poems say dialogues phrases from stories plays etc Pedagogic Processes Encouraging lip reading to understand words even without sound Creating learning situations to introduce themselves to a new studentanother
teacher a visitorprincipal Familiarizing children with new vocabulary as per their context and making them
speak Using pictures objects realia models and wall displays at eye level large prints and signs Providing input encouraging for participation in class morning assembly programmes Providing situations picturesimagesartifacts to help children speak about them in pairgroups Creating learning situations via-drama storytelling group work role-playmock-
telephonic conversationsconversations between and among family members connecting it with the characters from lessons
Creating learning situations to speak about hobbies games food etc Giving a prompt to help children speak ldquoYou know I read a story which goes like thisrdquo
ldquoOnce my brother played a prank on me rdquo Based on the reading of the text children are encouraged to speak eg comprehension
connecting to previous knowledge
Varying the input as per the special needs of the child with hearing impairment Connecting learning to the real world and encouraging them to ask questions such as
Why canrsquot we play now Encouraging children to imagine and speak about characters and situations using
prompts or pictures to help children create stories Encouraging children to raise queries amp ask questions through various modalities like
visual auditory and kinesthetic Providing poems (from textbooks and other sources chosen by the teacher children
from childrenrsquos magazines childrenrsquos section in newspapers) All the bells are ringing there 10 Providing storiesplays (from textbooks and
beyond the textbook) Learning Indicators (Progression) Speaking Uses simple sentences to introduce herself in English home languagesign language
eg I am Jagat I study in class III I like ice cream and orange juice Speaks as per context eg Given a context from the text or real world gives appropriate
words Participates in different events such as role play poetry recitation drama organized
in school from time to time Speaks about situationspicturesimages in English and home language
Engages in conversation in English and home language with friends teachers and family using simple sentences and Responses eg The kite is flying The aero plane also flies
Narrates her personal experiences anecdotes stories she has read or heard in Englishhome languagesign language eg My pup is very sweet
Makes requests uses greetings and polite forms of expression Expresses her likes and dislikes eg I like to jump and skip Responds especially to the textual questions being asked in both English class and in
other subject classes in Englishhome language Narrates stories (imaginarydreamsactual situations etc) Asks questions about
things around her Asks questions based on the textbeyond the text out of curiositywhile engaging in conversation
Recites rhymes poems songs in groups and individually and through acting out Says phrasesdialogues from storiesplays Retells main idea of the storyplay
Reading They recognize some words in English and make some attempts to read unknown words using initial sounds They mostly rely on illustrations and teacher support to establish meaning in a text and may not understand everything that they read While they continue to use early decoding skills they are not yet able to predict from language context alone because of their yet developing English proficiency Gradually they can follow and read short simple texts along with the teacher and in class as shared reading activities
Curricular Expectations Understand the main idea locate details in the text (seen and unseen) Able to ask questions Understands the form and functions of grammar in context
Pedagogic Processes Providing visualspointing to illustrations in texts to encourage children to read
Familiarizes children with both small and capital letters of the alphabet Facilitating comprehension through various textsmovementactions Facilitating children to locate details sequence of ideas and eventsidentifying main
idea through various types of comprehension questions Facilitating children to relate ideas of the text with personal experience through
questions and interaction Introducing stories to facilitate comprehension Listening to poems showing
understanding through tone volume and action Introducing different kinds of texts such as descriptions stories folktales and poems
Providing beyond the text materials such as advertisements notices etc Facilitating reading of childrenrsquos magazines and childrenrsquos section of newspapers and
enriching the reading habits through exposure to school library reading corner Introducing titles of books movies etc Encouraging children to raise questions based
on their reading Drawing attention towards use of grammar in context and explaining it such as nouns
adjectives etc eg red rose Drawing attention to the use of punctuation through a variety of texts such as use of
capital and small case comma full stop Learning Indicators (Progression) Reading Reads small texts with comprehension Identifies locates main idea details and the
sequence of ideas and events and draws conclusions based on reading Relates ideas with her personal experiences eg After reading a story on travel is able
to connect with her experience of travelling in a bus train etc Reads and relates texts of home language Recognises themes such as triumph of good over evil Engages with different kinds of texts descriptions stories folktales and poems eg
She narrates the story that also deals with similar issues and connects with her life Connects with real life including home languagesign language
Engages in reading beyond the text materials and enjoys reading Infers the meaning of unfamiliar words by reading them in context
Reads titles of books movies captions Asks questions based on the reading or out of curiosity
Uses simple grammar in sentences eg Jamala is a good student Uses appropriate punctuation eg Jatin is my friend
Writing They develop the ability to use some basic conventions of writing in English They write texts using sentence structures based on oral structures and very simple repetitive texts By the end of class III they are beginning to write their own very short simple texts They write with less need for teacher transcription Their attempts at spelling depend on sounds Children begin with one word to phrases to sentences across class levels
Curricular Expectations Able to write short simple texts Pedagogic Processes Facilitating children to form letters and spacing properly Familiarising children with words from the text and immediate surroundings Drawing attention to the use of capital letters and punctuation marks such as full stop
comma question mark etc Giving dictation of sentencesshort paragraphs (listening and writing are developed in conjunction)
Providing texts (seen amp unseen) and encouraging writing answers to comprehension questions Providing verbalvisual clues to develop words sentence paragraphs Encouraging children to write on self family pets and home etc (Giving extra time
for children writing in Braille) Providing examples of writing through a variety of examples Providing examples of wordsphrases (linkers) to indicate sequence such as lsquoandrsquo butrsquo etc Providing examples of written texts to familiarize with grammar in context Familiarizing children with rhyming words creating rhythm through a poem Providing a variety of contexts such as going for a picnic a fair etc and helping them
develop new vocabulary Learning Indicators (Progression) Writing Draws enthusiastically according to the context and writes a little name etc Uses proper spacing between letters words and sentences Writes familiar words phrases simple sentences in Braille or print Uses capital letters and punctuation marks eg Finally I dressed up and went to school Takes dictation of chunks of words eg items needed for class library Writes answers for textual questions after comprehension (Writing is linked to
reading) Writes wordssentence paragraphs with the help of verbalvisual clues eg Pictures of
flowers fruits animals etc and writes Writes descriptions narratives 5-6 simple sentences on personal experiences Describing any event place object eg Look at the fish tank and write three sentences what you see
Uses appropriate punctuation forms in a variety of written texts Writes rhyming words eg Day-bay mouse house etc Makes lists for various purposes eg Prepare a list for class picnic mat water bottle tiffin towel bag etc Contributes for the school magazine (drawing with caption etc)
Concern for Immediate Environment Curricular Expectations
Develop concern for immediate environment (both physical and social) through observation which leads to development of language skills in an integrated manner Pedagogic Processes
Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and providing related vocabulary
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
Datesheet
Summative Assessment I (Timings - 730 am to 1000 am)
Subject Date Day Parentrsquos Sign
MATHEMATICS 14092016 Wednesday
ENGLISH 15092016 Thursday
HINDI 16092016 Friday
EVS 17092016 Saturday
COMPUTER 19092016 Monday
Summative Assessment II (Timings - 830 am to 1100 am) Subject Date Day Parentrsquos Sign
EVS 14032017 Tuesday
MATHEMATICS 15032017 Wednesday
ENGLISH 16032017 Thursday
HINDI 17032017 Friday
COMPUTER 18032017 Saturday
List of Books
Name of Books Author Name Publisherrsquos Name
ENGLISH 1 Grow with words -English
Course Book -3
2 English Worksheets -3
3 English Grammar- 3
4 Cursive Strokes
Nomita Wilson Amity University Press
Amity University Press
Amity University Press
Amity University Press
हहॊदी 5 अभत हहॊदी ऩाठभारा - 3
6 वमाकयण सोऩान ndash 3
7 (हहॊदी वमाकयण)अभमास ऩसततका
डा० अनयाधा सकसना
डा० कलऩना
Amity University Press
Arya Publishing Company
Amity University Press
MATHEMATICS 8 Grow With Numbers 9 Mathematics - worksheets
Madhu Singh Sirohi Amity University Press
Amity University Press
EVS
10 My Vibrant Planet (EVS)
Mohina Dar amp
Sunita Jaisingh
Amity University Press
MORAL EDUCATION 11 Live and Let Live
(Life s Mantra) ndash 3 Shradha Anand Amity University Press
COMPUTER 12 Viva dot Com
(Computer Science and Information Technology)
Prof Ashok Arora amp Sarika Verma
Viva Education
GK 13 Milligascar
(Know the world around you) Deepti Kathpalia Millennium
Booksource Pvt Ltd
Syllabus Distribution of English (Class III)
Month Grow with Words Grammar Workbook
April L-1 Helping Hand
L-2 Tin-Tin The Robot
Unit-1 Nouns Again Unit-2 Abstract Noun
Ch-1 Poem Ch-2 Fun With Words Ch-3 Punctuation
May L-3 Poem ndash Boats Sail
on the Rivers
Unit-3 Material Nouns Unit-4 Subject and Verb go together
Ch-4 Nouns Ch-5 Name Them Ch-6 Fun Activity
July
L-4 A Night of Mystery
L-5 Little Daddy
Unit-5 Reflexive Pronouns Unit -6 Pronoun or Adjective
Ch-7 Nouns ndash Numbers
Ch-8 Nouns ndash Gender
August L-6 Poem Watching
Clouds
Unit- 7 Adjective Again Unit -8 Tenses
Ch-9 Pronouns Ch-10 Adjectives
September
L-7 From Granny With
Love
Unit-9 Adverbs Ch-11 Comparison of Adjectives
Ch-12 Prefixes and Suffixes
Ch-13 Fun Time
October
L-8 Rath Yatra in Puri Unit-10 Articles Ch-14 Verbs Ch-15 Tenses Ch-16 Editing and
Omitting Ch-17 Subject-Verb Agreement
November
L-9 Poem ndash A Marry
Dance
Unit -11 Prepositions
Unit-12 Conjunctions
Ch-18 Articles
Ch-19 Prepositions
Ch-20 Conjunctions
December
L-10 A Butterfly Unit-13 Sentences Ch-21 Homophones
Ch-22 Fun Time
Ch-23 Framing Questions
January
L-11 The Woodcutter of
Gura
Unit-14 Similies Ch-24 Vocabulary
Ch-25 Fun Time
Ch-26 Compound
Words
February L-12 Jamie and His
Worm
Unit-15 Proverbs Ch-27 to Ch-35
Assessment FA Tasks Composition AudioVideo
Activity
FA ndash 1 (April ndash
May)
1 Paragraph Writing (I want my Robot tohellip)
2 Poem Completion (Saturday Work)
3 Picture description 4 Homework and Classwork
Picture Description Paragraph Writing Poem Completion Letter Writing
Video of
lsquoRobotrsquo
Video of lsquoNGOrsquo
FAndash2 (July ndash
August)
1 MCQ based on Grammar 2 Narrative Writing (A Scary
Night) 3 Poetry Recitation 4 Homework and Classwork
Narrative Writing Poem Completion Paragraph Writing Making a Picture of Sky
Movie lsquoHome
Alonersquo
Video of lsquoRainy
Seasonrsquo
SA-1
(September)
Course book L-1 to 6
Grammar Unit-1 to 8
Workbook Ch-1 to 9
Picture Description and
Paragraph Writing
Comprehension passage
Paragraph Writing Video of lsquoPurirsquo
FA ndash 3(Oct-
Nov)
1 Letter Writing (Informal) 2 Poster Making(Limerick) 3 Poetry Recitation 4 Homework and
Classwork
Letter Writing
Story Writing
Images of Puri
Video of
lsquoSnowfall in
Kashmirrsquo
FA-4 (Dec-Feb)
1 Paragraph Writing (If I were a Bird)
2 Project on lsquoBirdsrsquo 3 MCQ based on Grammar
(Conjunctions) 4 Homework and
Classwork
Speech on lsquoif I become
a Sports Captainhellip
Invitation Writing
Preparing for Speech
Video of
lsquoLifecycle of
butterflyrsquo
Video of
lsquoWoodcutterrsquo
SA-2 (March)
Course book L-7 to 12 Grammar Unit 1 to 15 Workbook Ch-1 to 35 Comprehension passage Letter Writing and Story Writing
Collecting information
on lsquoBirdsrsquo
Letter Writing
Video of
Different
Worms
हहॊदी ऩाठमकरभ विबाजन का ndash 3 भास अभत
हहॊदी ऩाठभारा
वमाकयण सोऩान
हहॊदी वमाकण अभमास ऩसततका
दशमशरवम
साभगरी ऩततकीम यचनातभक गततविधधमाॉ
यचनातभक गततविधधमाॉ
एप ए -1अपरर स भई
अपरर
ऩाठ ndash 1 हभको ऻान दो
ऩाठ ndash2
वह सयज था
ऩाठ ndash 1
हहॊदी वणण ऩाठ ndash 2 नाभ
अऩहठत गदमाॊश
ऩषठ 100 व101
ऩाठ ndash 1 सॊमकत वमॊजन
ऩाठ ndash 2 सॊऻा
वीडडमो वमाकयण
ऩाठ ndash2
1 वनम ऩशओॊ क चितर चिऩकाना ऩाठ ndash 2
2 वणो को करभ स जोडकय तततरी फनाना
वमाकयण ऩाठ ndash1
3 अख़फाय स भखम सभािाय क शबदो को काटकय वणणभारा करभ भ चिऩकाना
वमाकयण ऩाठ ndash1
4 परससदध वमसकतमो वततओॊ व तथानो क चितर स एलफभ फनाना
वमाकयण ऩाठ ndash2
1कववता
2नाटमभॊिन
3फहववकलऩीम
परशन वमाकयण
4का
कामण व गह कामण
भई
ऩाठ ndash3 यॊगा ससमाय
ऩाठndash3 ऩहिान
ऩाठ ndash 4 एकndashअनक
अऩहठत गदमाॊश
ऩषठ-102
अनचछद ndash भया ववदमारम ऩषठ-82
ऩाठ ndash 3 सवणनाभ
ऩाठ ndash 4
ववशषण
वीडडमो ऩाठ ndash3 वीडडमो वमाकयण
ऩाठ ndash4
5 चितरकथा को नाटक भ फदरकय असबनम कयवाना ऩाठ -3
6 अऩन आसऩास व का स सॊफॊचधत ततरीसरॊग व ऩसलरॊग शबद अरग कयक सरखो वमाकयण ऩाठ ndash3
एप ए -2 जराई स अगतत जराई ऩाठ ndash4
गोयमा औय कौआ
ऩाठ ndash5 तीन सहरी भछसरमाॉ ऩाठ ndash6
सनो घय
की फात
ऩाठ ndash7
ववदमारम
ऩाठ ndash5
नाभ की जगह
ऩाठ ndash6
कौन ndash कसा
ऩाठ ndash7
काभ
ऩतर-1 ऩषठ 88
अनचछद ndashभया ववदमारम
ऩाठ ndash5 करकरमा
ऩाठ ndash6
सरॊग
वीडडमो ऩाठndash 5
1 ततनको स चिडिमा का घोसरा फनाना
ऩाठ ndash 4
2यॊगीन कागज़ स ndashभछरी का कोराज फनाना ऩाठ ndash 5
3अनचछद ndashभया ववदमारम
4 ऩॊितनतर की कहानी 5 ऩतर ndashऩतरतरकाओॊ स करकरमा सॊफॊधी चितर एकतर कयक एलफभ भ रगाना वमाकयण ऩाठ ndash7
1यिनातभक
करकरमाकराऩ
ऩाठ ndash5
2सरखखत ऩयीा
अगतत ऩाठ ndash8 हभाय ऩजाघय
अनचछद-
ऩजाघय
ऩाठ ndash9
भातटय जी की करास
ऩाठ ndash10
हभाय भागणदशणक
ऩाठ ndash8
फात औय फात ऩाठ ndash9 ववयाभ चिहन
अऩहठत गदमाॊश
ऩषठ-103
अनचछद-जफ भय घय भ ऩानी
नहीॊ आता ऩषठ-83
ऩाठ ndash7
विन
वीडडमो ऩाठ-9
1नाटम भॊिन ऩाठ ndash9
2धासभणक तथरो क चितर चिऩकाना ऩाठ ndash 8
3ऩाठ भ आए भहाऩरषो स सॊफॊचधत एक-एक नततक भलम सरखना ऩाठ ndash10
4ववसबनन ऩजाघयो स सॊफॊचधत वीडडमो ऩाठ ndash 8
5 जातक कथाएॉ
वीडडमो
3शरवण कौशर
4 का
कामण व गह कामण
एसए ndash 1 ससतॊफय
एप ए -3 अकतफय स निॊफय अकतफय ऩाठndash13
याषरीम धवज
ऩाठndash14
याजदर परसाद
ऩाठ ndash12
एक जस शबद
ऩाठ -13 शबद एकअथण कहानी-रखन
ऩषठ-92
ऩाठ ndash10
शदध ndashअशदध शबद
ऩाठ -11
अनक शबदो क सरए एक शबद
1यॊगीन कागज़ व सीॊक दवाया झॊडा ऩाठ-13
फनाना
2 कछ चितर एकतर कयक एलफभ भ चिऩकाकय उनक ऩमाणमवािी शबद सरखना
वमाकयण ऩाठ -12
3 ऩाठ भ आए अनकाथी शबदो को सॊदय अयो भ अरफभ भ सरखना वमाकयण ऩाठ -13
1यिनातभक कामण
2 अनचछद रखन
ससतॊफय ऩाठ ndash11
आिामण िाणकम
ऩाठ ndash12
गसरतताॉ हभाया
ऩाठ ndash10 भहावय
ऩाठ ndash11
ववरोभ शबद
ऩतर -2
ऩषठ-89
ऩाठ ndash8
ववरोभ शबद
ऩाठ ndash9
ऩमाणमवािी शबद
वीडडमो ऩाठ ndash11
1चितरकथा रखन ऩाठ-11
2परो की ऩसततमो दवाया चितर फनाना ऩाठ12
31 स 50 तक हहॊदी चगनती एलफभ भ सरखना
वमाकयण ऩाठ -10
4 भहावयो का परमोग कयत हए कहानी सरखना
वमाकयण ऩाठ -10
ववरोभ शबदो क चितर एलफभ भ रगाना
वमाकयण ऩाठ ndash 11
अभत हहॊदी ऩाठभारा
ऩाठ 1 स 11
वमाकयण सोऩान
ऩाठ 1 स 6
अभमास ऩसततका ऩाठ 1 स 7
ऩतर व अनचछद रखन
नवॊफय
हदसॊफय
ऩाठ ndash15
भाॉ धयती ऩाठ ndash16
हभायी दतनमा
ऩाठ ndash17
हहॊदी चगनती ऩाठ ndash18
अॊतरय
ऩाठ ndash19
ईदगाह
ऩाठ ndash20
तनमभ
ऩाठ-14 अनक
शबदो क सरए
एक शबद
ऩाठ-15 सभह क सरए एक शबद
कहानी-रखन
ऩषठ-94 अनचछद ndashऐस भनाई
तरफना ऩटाखो क दीवारी ऩषठ-90
ऩाठ-16 चगनती ऩाठ-17हदन भहीन
अऩहठत गदमाॊश
ऩषठ-104
ऩतर-रखन ऩषठ89
ऩाठ -12
तकफॊदी ऩाठ -13 हदशा
ऩाठ ndash14
सजनातभक
कामण
ऩाठ ndash15 व 16
अऩहठत गदमाॊश
1सौय ऩरयवाय का चितर फनाना ऩाठ ndash16
2ऐस कछ रोगो क
चितर िऩकाना जो हभायी सहामता कयत ह-
वमाकयण ऩाठ -14
1 1स 50 तक हहॊदी चगनती एलफभ भ सरखना वमाकयण
ऩाठ -10
2 कहानी सनाना
3कववता ऩाठ
4 का कामण व गह कामण
एप ए -4 जनियी स पयियी
एसए ndash 2 भाचच भािण अभत हहॊदी ऩाठभारा ऩाठ 12 स 22 तक
वमाकयण सोऩान ऩाठ 2 5 6 व 7 स 12 तक
ऩतर व कहानी रखन
अभमास ऩसततका ऩाठ 8 स 19
जनवयी
पयवयी
ऩाठ ndash21
सतमवादी याजा हरयशिॊदर
ऩाठ -22
टरीववजन का जादगय
ऩाठ-18 ऩश-ऩकषमो कीफोसरमाॉ ऩाठ-19 चितर -वणणन अनचछद ndashजफ भयी ऩततक खो गई थी
ऩषठ 83
कहानी-रखन
ऩषठ-95
ऩाठ-20 सॊवाद-रखन
अनचछद ndash भयी भाॉऩषठ-82
ऩतर रखन ऩषठ90
कहानी-रखन ऩषठ-95
ऩाठ ndash17 याषरीम ऩवण
ऩाठ18
कववता रखन
ऩाठ ndash19
चगनती
1नाटम भॊिन
ऩाठ ndash 21
2आववषकायको
क नाभ
ऩाठ ndash 22
1नाटम भॊिन
2फहववकलऩीम परशन वमाकयण
3 का
कामण व गह कामण
4 का
कामण व गह कामण
Syllabus Distribution of Maths (Class III)
Month Course Book Work
sheet
Assess
ment
FA Tasks
April Ch-1 Numbers and Numeration
Revision Number Name up to Thousands Place Value Expansion of Numbers Comparison of Numbers Successor and Predecessor Skip Counting Ch-2 Roman Numerals
Basic Symbols Reading and Writing Roman Numerals
Pg No 1
to 10 and
15 to 17
FA1
(April-
May)
1 MCQ (Ch-12)
2 Number Games
May Ch-3 Addition
Addition of 23 and 4-digit number with
carry and without carry
Facts about addition Solve and Frame the Word Problem Estimation Mental Arithmetic
Pg No 18
to 23
3 Forming
Roman
Numerals
using
Matchsticks
4Homework
and
Classwork
July Ch-4 Subtraction
Subtraction of 23 and 4-digit number with borrowing and without borrowing
Facts about Subtraction Solve and Frame Word Problem Estimation Mental Arithmetic Ch-5 Multiplication
Multiplication by 1 and 2-digit Number Properties of Multiplication Word Problems related to Multiplication
Pg No 24
to 43
FA-2
(July-
August)
1 Activity based on Subtraction using Geometrical Shapes
2 Activity based on Multiplication using Flash cards
August Ch-6 Division
Facts about division Relation between Multiplication and
Division Long Division Method with Remainder
and without Remainder Number Stories
Pg No 44
to 54
3 Activity on Division (Rajma and Ice tray)
4 Homework and Classwork
Month Course Book Workshe
et
Assess
ment
FA Tasks
September Ch-8 Geometrical Shapes Plane Shapes Solid Shapes Tangram Perimeter Circle Symmetry
Pg No 75 to 87
SA-1 (Sept-
ember)
Ch-1 to 6
October Ch-7 Fractions Like and Unlike Fractions Equivalent Fractions Comparison of Fractions Ascending and Descending Order Addition and Subtraction
Pg No 55 to 59 73 and 74
FA-3 (Oct- Nov)
1 Pen- Paper test (Ch-7 8) 2 Activity based on Fractions by showing shaded and un shaded parts
November Ch-10 Money Conversion of Money Addition and Subtraction Multiplication and Division Make Rate Charts and Bills
Pg No 66 and 67 88
to 91
3 Activity on Geometrical Shapes through paper cutting and folding 4 Homework and Classwork
December Ch-11 Time Reading Clock Time Conversion Calendar Ch-12 Pictorial Representation of Data Read and Draw Pictograph
Pg No 60 to 65
FAndash 4 (Jan- Feb)
1 Oral Test (Time) 2 Activity based on Money through artificial notes and coins
January Ch-9 Measurement(Length) Conversion Addition Subtraction
Multiplication and Division of Metric Units
Estimation
Pg No 68 to 72
3 Activity based on Time through their daily routine
February Ch-9 Measurement
(Weight and Volume)
Conversion Addition Subtraction
Multiplication and Division of the problems related to weight and capacity
Number stories
Pg No
11 to 14
4 Homework and Classwork
March Revision of Syllabus for SA- 2 SA - 2 Ch- 7 to 12
Syllabus Distribution of of EVS (Class III)
Month Course Book (My Vibrant
Planet)
Key Concept AV Experien
ce
Assess-ment
FA Tasks
April Ch-1 Our Sun and Solar System
Ch-2 Early Man
Parts of Sun Cardinal directions solar system Phases of Moon Important Discoveries by early men
Videos on
Solar System
Discovery of fire and wheel
Rotation Revolution
FA ndash 1
(April - May)
1 Pen-Paper Test Including MCQ Based on Solar System and Early Man
2 Diagram of Solar System and Different Tools used by early men
3 Creative Writing on
topic ldquoWaterrdquo
4 HW And CW
May Ch-3 Introduction to water
Forms and properties of water
Video on Uses and Forms of water
Properties of Water
July Ch-4 Uses of Water
Ch-5 Water Conservation
Ch-6 Major Cities Near Seas
Uses of water water conservation water cycle
Video on
Water cycle
FA ndash 2
(July - August)
1 Project on 3 Rrsquos
2 Group Discussion on Water Conservation
3 Pen-Paper Test on Topic Uses Source and Conservation of Water
4 HW And CW August Ch-7 The
Earth
Ch- 8 Our Environment
Parts of Earth Physical Features of India
Global Warming Pollution
Video on Types of pollution
Physical features of India
September Ch-9 Living
Things
Living Things
Characteristic
s of Living
Things
Video on
Character
-istics of
Living
Things
SA - 1 Ch- 1 To 5 7 And 8
Month
Course Book (My
Vibrant Planet)
Key Concept AV
Experience
Assess-
ment FA Tasks
October Ch-10 Plants Ch-11 Animals and Birds
Plants Parts and types of plants germination plants as sources of food different ways of cooking animals and birds shelter parts of body types of feathers and beak
Video on Germination Skeleton
FA ndash 3 (Oct ndash Nov)
1 Pen Paper Test Including MCQ Based On Properties and Uses of Air Types of Plants and Animals and Birds Classification
2 Diagram of beaks claws and germination of seed
3 Role Play on lsquoOur Bodyrsquo
4 HW and CW
November Ch-12 Our Body Ch-13 Air Around Us
Our Body Five senses external and internal organs of body skeleton And muscles atmosphere pollution
Video on External and Internal Body Organs with Function and Air Pollution
December Ch- 14 Means of transport and communication
Types of Transport and Communication
Video on Types of Transport and Communication
January Ch-15 Festivals of India Ch- 16 Dresses of India
National Harvest and Religious Festivals Seasons
Video on Types of Festivals
FA ndash 4 (Jan - Feb)
1 Pen paper Test Including MCQ on Dresses and Festivals 2 Radio Show on lsquoCelebrityrsquo 3 Project on Means of transport and communication 4 HW and CW
February Ch-17
celebrity
Life History of
Saina Nehwal
Video on
Celebrity
March Quick
Revision
SA - 2 Ch - 10 to 16
Syllabus Distribution of of GK (Class III)
Month Topics PgNo Activities April Animal Mates
Resources of Life Neighbourhood Services Amazing Machines Leaders of Change Spot the Difference Rainwater Harvesting Generating Electricity Rebus Voyage Through Oceans
6 7 17 18 25 26 34 35 46 47
1 Name some more male and female species of some other animals which are not given in book 2 Find some other neighbourhood services with the services they provide
May Our Animal Friend Kitchen Secrets Modes of Transport Shapes And Pattern Bird Watching
8 9 19 27 36-37
1 Mark the oceans and continents on map of the world
2 Name some animals (other than book) and the products we get from them
July Components of Food Marvels of the World Story Of Paper A Trip to Planetarium Substances Matters Amazing Plants
10 20 28 38 48 56-57
1 Make a list of new seven wonders with pictures
2 Collect information on any one of the aquatic plants
August Places of Interest Festivals of the World Odd One Out Water Cycle Sharpen Your Mind
11 21 29 39 49
1 Make a list of some places (other than book) of your interest with reason
2 Collect information on any one of the festival which is not mentioned in book
3 Pen paper test Pg no 6171920343539475657
September Exploring the Earth Amazing Facts
58 59
October Wetland
On the Floor
12-13
22
1 Make a list along with the pictures of various other dance forms of other countries
November Cycle of Seasons
World of Athletics Enjoy Your Meal Locating Objects Man on Moon
14-15 23 30 40 50-51
1 Draw the route map from your home to a school
2 Make a list of sports which are the parts of Olympics
January The Little Fir Tree Healthy Lifestyle Camouflage Service Before Self Sounds of Things Important Dates
32 33 42-43 44 54 61
1 Find out the names of some animals who conceal themselves by blending with their surroundings
2 Try to solve grid puzzle from the
newspaper February Maths At a Glance
Letrsquos Dress Up States and Capitals
58 59
1 Pen paper test pgno
3031415558596061 6263
March First In the World Famous Characters and Their Creations
63 64
Syllabus Distribution of Moral Education (Class III)
Month Live and Let Live
April and May Ch-1 Mind and Body
July Ch- 2 Keep Surroundings Clean
August Ch-3 Do Hard Work
September Ch-4 Courage Within Me
October Ch- 5 Letrsquos Love India
November Ch- 6 It is lsquoWersquo Not lsquoMersquo
December Ch-7 Stop Pollution
Januray Ch- 8 Being Non ndashViolent
February Ch-9 You Are Great
Syllabus Distribution of Computer (Class III)
Month Course Book Assess
ment FA Tasks
April L-1 Introduction to a Computer 11 Computer ndash A Smart Machine 12 Working of a Computer 13 Features of a Computer 14 Limitations of a Computer 15 Types of Computer 16 Computers in other Machines
FA ndash 1 (April- May)
1 Class work done in book and notebook
2 Activity of Identifying pictures
May L-2 Parts of a Computer 21 Hardware 22 Software 23 Differences between Hardware
and Software
3 Quiz Competition on the topic lsquo Hardware and Softwarersquo
4 Type the names and features of any ten keys in Word pad
July L-3 MS Windows The Operating System
31 Microsoft Windows 32 Working with Windows 7 33 Understanding Files and Folders 34 Application Window 35 Some Components of Application
Window 36 Windows XP Versus Windows 7
FA ndash 2 (July- Aug)
1 Class work done in book and notebook
2 Lab Activity related to L- 3
3 Drawing Flag of
India in Paint 4 Identifying and
naming the tools August L-4 More on MS Paint
41 Curve Shape 42 Polygon Shape 43 Menu Bar
September Revision of L- 1to 4 for SA ndash 1 Sample Paper-1(Pg No-56)
SA -1 (Sept-
ember)
L-1 to 4 Complete with MCQ TrueFalse Fill in the Blanks Match the Column Crosswords Identify and label the pictures and Question Answer + Lab Activities related to L 1 to 4done in the lab
Month Course Book Assessment
FA Tasks
October L-5 Editing in MS Paint 51 Selecting the Drawing 52 Using Clipboard 53 Image Group 54 Changing the Size of an Image
FA - 3 (Oct-Nov)
1 Class work done in book and notebook
2 Make a greeting card for your teacher using all the tools of MS Paint
November L-6 LOGO A Computer Language 61 LOGO 62 Starting MSW Logo 63 Components of a LOGO 64 LOGO Primitives 65 Repeat Command 66 Exiting LOGO
3 Lab Activity related to L-6
4 Make a list of shortcut of commands on a thick sheet
December L-7 LOGO Arithmetic 71 Revision of LOGO Primitives 72 Print Primitive 73 Calculations in LOGO 74 Print with Logical Operators
FA- 4 (Jan-Feb)
1 Make a poster on LOGO Primitives
2 Lab Activity related to L- 7
3 Lab Activity related to L- 8
4 Crossword related to ldquoMS Wordrdquo
January L-8 Learning MS Word 81 Starting MS Word 2010 82 Parts of MS Word Window 83 Typing Text 84 Creating a New Document 85 Saving a File 86 Printing a Document 87 Closing a Document 88 Opening an Existing Document
February Revision of L-5 to 8 for SA- II Sample PaperndashII(PgNo98) Olympiad Practice Sheet (Pg No 104)
March Revision of all the Chapters for SA II SA -2 L-5 to 8 Complete with MCQ TrueFalse Fill in the blanks Match the Columns Crosswords Identify and label the pictures and Question Answers + Lab Activities related to L 5 to 8 done in the Computer lab
Assessment Rubrics(Source CBSE CCE Manual)
REPORTING STUDENTSrsquo ACHIEVEMENT While reporting studentsrsquo achievement in different areas indirect grading in absolute scale having five points may be used The grades will stand for the following distribution of marks A+ Outstanding 90 - 100 A Excellent 75 - 89 B Very Good 56 - 74 C Good 35 - 55 D Scope for improvement Below 35 The grade of the child can be computed in the achievement card based on the percentage of presence of behaviour indicator in the above category of percentiles Besides certain remarks can be made in scholastic and co-scholastic areas as well as the achievement level of the child These remarks will help the parents and the child to provide the learning skills in that area by devoting more learning efforts Thus continuous and comprehensive evaluation is a useful proposition for improvement of studentsrsquo achievement through continuous diagnosis remediation encouragement and appreciation It requires coordinated and concerted efforts on the part of Principals teachers and parents for the multifaceted personality development of the child The enclosed rating scales are expected to help the teachers in proper placement of students in terms of the different grades
LANGUAGES Aspects Sub-
Skills A+ A B C D
01
Re
ad
ing
Sk
ills
(L
ou
d R
ea
din
g)
Pro
nu
nci
ati
on
Can read short storiesarticleswords on ones own and uses his phonetic skills to pronounce new words
Can read short storiesarticle on ones own most of the time Uses his phonetic skills to pronounce new words most of the time
Can often read short stories with varying speed and guidance most of the time
Can read short stories with varying speed and guidance from the teachers most of the time
Needs help and prompting by the teacher all the time
Flu
en
cy
Can read simplecomplex passages fluently with proper speed expression and pronunciation
Can read simplecomplex passages fluently with speed but needs occasional prompting
Can read simple passages but takes time to read each word lacks fluency speed and expression
Can read simple passages with guidance or prompting most of the time
Fumbles a to while reading even simple sentences Needs help all the time
Co
mp
reh
en
sio
n Can read and
understand text and answer questions correctly
Can read and understand text and answer most of the questions correctly
Can read and understand text and answer some of the questions correctly
Can read and understand text with the help of teacher
Cannot comprehend the text at all
Aspects Sub-Skills
A+ A B C D 0
2 W
riti
ng
Sk
ills
Cre
ati
ve
Wri
tin
g
Can write short stories and paragraphs with accuracy and originality in sentence construction and use of vocabulary Ideas are arranged logically
Can write short stories and paragraphs on a given topic with a fair degree of accuracy Displays originality sometimes Ideas are generally logically arranged
Writes stories and paragraphs but makes quite a few errors
Can write short connected descriptive sentences on ones own with some grammatical errors
Cannot write even short sentences of ones own makes a lot of mistakes
Ha
nd
wri
tin
g
Is neat and legible All letters and strokes are consistent and joined correctly Transcription is error free
Is neat and legible Occasional inconsistency seen in formation of letters and strokes Transcription is error free
Is legible but sometimes inconsistent with his strokes and letters Transcription has occasional errors
Handwriting is not very neat Transcription has many errors
Is neither legible nor consistent
Gra
mm
ar Can write sentences
accurately Can write sentences accurately most of the time
Can write sentences with quite a few errors
Can write sentences with a lot of mistakes
Cannot write with accuracy Needs help very often
Sp
ell
ing
s Can spell all words correctly Tries to spell new words
Can correctly spell all the words most of the time Falters occasionally
Can correctly spell words but sometimes makes mistakes
Makes a lot of spellings mistakes
Cannot spell words properly Has to be helped
Vo
cab
ula
ry Has a rich
vocabulary Often uses new words and phrases in written and spoken forms
Has a good range of vocabulary and phrases Uses new words only most of the time
Has a fair range of vocabulary Uses new words sometimes
Vocabulary is limited to only those words which have been taught in class
Has a poor stock of vocabulary
03
Sp
ea
kin
g
Sk
ills
Co
nv
ers
ati
on
Is fluent and spontaneous Responds to situations appropriately and accurately Can narrate incidentsanecdotes and can participate in a discussion on a given topic with ease
Is fluent and spontaneous most of the time Responds to the situations appropriately but fumbles for words occasionally Can narrate incidentsanecdote and can participate in discussions with efforts
Lacks spontaneity fluency and accuracy sometimes Response time rather long Needs prompting most of the time
Lacks spontaneity fluency and accuracy
Needs help most of the time
Re
cita
tio
n
Can recite a poem or a story with proper speed Dictation expression and tone
Can recite a poem or a story with proper speed or expression but makes occasional mistakes in pronunciation or forgets at times
Can recite a poem or story with occasional prompting Expression is not very strong and effective
Cannot recite an entire poem or story without prompting Pronunciation expression is not appropriate
Recitation is poor Lacks expression
04
Lis
ten
ing
Sk
ills
Co
mp
reh
en
sio
n
Can comprehend oral questions instructions stories poems
Comprehends oral question instructions stories and poems most of the time
Has some difficulty in comprehending Instructions stories or poems Needs guidance quite often
Understands simple conversation in familiar situations Needs simplification or translation most of the time
Cannot understand instructions Needs help all the time
Ex
tra
Re
ad
ing
Can read short storiespoems for pleasure on ones own with complete comprehension Can form opinions and evaluate characters and incidents
Reads storiespoems for pleasure Sometimes needs help in understanding the story Can form opinions and evaluate characters and incidents
Needs a lot of help with understanding of stories and poems Can evaluate a character or a situation only sometimes
Shows lack of interest in reading stories or poems Needs a lot of prompting
Not interested to read at all any extra material of ones own
Act
ivit
ies
P
roje
ct
Participates enthusiastically in activities Projects
Enthusiastically participates in activitiesProjects most of the time
Needs persuasion by the teacher for active participation
Seldom participates in activities projects assigned
Does not participate at all
MATHEMATICS
A+ A B C D
Co
nce
pt
Understands the concepts with logical thinking and good reasoning skill
Understands the concepts thoroughly
Understands the concepts and is able to apply most of them correctly Needs occasional help
Takes more time in understanding new concepts and requires frequent help
Needs help most of the time in understanding the concepts and logically applying them Activity Very confident
Act
ivit
y
Very confident original and creative in-group activities Has tremendous team spirit
Takes keen interest in doing various activities and applying the concepts to real life situations
Quite creative but needs to be more innovative and original
Takes interest but needs to be more systematic and organized
Lacks initiative and is disinterested in-group activity
Ta
ble
s
Has understood the concept of grouping the numbers and knows the tables by heart Can also do dodge tables
Knows the tables but falters a little in dodge tables
Knows the tables but Makes mistakes in tables of higher number Falters in dodge tables
Has not understood the concept of tables Makes a lot of mistakes in dodge tables
Has not learnt the tables Cannot do dodge tables at all
Me
nta
l a
bil
ity
Takes immense delight in working with mathematical problems mentally
Has a good number sense Quick in solving problems mentally
Solves mental sums with ease but at times makes careless mistakes
Can perform mental calculations but falters occasionally
Slow in solving sums mentally
Wri
tte
n
wo
rk
Work is neat and methodical Presentation is a source of inspiration for others
Neat and systematic work
Neat and regular work but sometimes not up to the mark
Often the work is untidy and the figures are shabbily drawn
Untidy work Late in submitting the assignments
ENVIRONMENTAL SCIENCE
En
vir
on
me
nta
l S
en
siti
vit
y
Has the ability to reason does independent thinking has value appreciation for truth and aesthetic sensitivityobservation
Can do some independent thinking and is quite observant with reflexes of occasional appreciation
Can attempt to answer simple questions based on reasoning and observation
Has difficulty in reasoning and observing Can attempt to answer simple questions
Needs prompting to answer simple questions
Act
ivit
y
Pro
ject
Very innovative Collects information is able to present the work neatly does reference work
Work is informative and neat most of the time
Work is informative and more or less neat tends to take support and help
Presentation needs improvement less informative
Work is untidy and files not well kept and work is least informative
Gro
up
D
iscu
ssio
n
Listens to others point of view and is able to add to them Makes interesting observations has a good organization of thoughts
Listens to others View point and hesitates to answer
Listens passively and offers no views hesitates to answer needs occasional help to give views
Has some difficulty in comprehending instructions has to be prodded to give answers
Has difficulty in paying attention and following instructions needs simplification most of the time
SCIENCE C
on
cep
t Excellent ability to understand grasp recall define and reason Understands and differentiates textual material with great case Is able to apply relevant knowledge and tabulate facts well Reads and comprehends text diagram and web chart quickly
Good ability to understand grasp recall define and reasons Understands the textual material with ease Is able to apply relevant knowledge Reads and comprehends text diagram and web chart
Can understand and recall the textual material Is able to apply relevant knowledge and tabulate facts can read and comprehend diagrams and web charts
Can understand grasp recall define and reason Understands the textual material and with help from the teacher Is able to tabulate facts well Reads and comprehends text diagram and web chart with difficulty
Needs continuous guidance in understanding Finds difficulty in reading and comprehending text
Act
ivit
y
Pro
ject
Voluntarily participates in all the activities and enjoys experiments Highly appreciable creative and original in presentation Is explorative innovative and infers a result after experimenting does extensive reference work
Participates in most of the activities and Performs experiments with interest Excellent creative project presentation Is explorative and innovative in experimenting does reference work
Participates in some of the activities and performs some experiments Good project presentation with little creativity Is explorative in experimenting sometimes does reference work
Participates in very few activities and rarely performs any experiments Satisfactory project presentation not very creative Rarely read any reference books
Needs a lot of encouragement to participate in activities or perform experiments Project presentation is not creative and systematic Not interested in extra reading
Sci
en
tifi
c S
kil
ls
Has a very keen observation inquisitive approach likes to experiment in a systematic way and draws accurate diagrams and records information correctly carefully and systematically Is able to analyze draw inference and apply information
Has a keen observation is inquisitive does systematic work and draw neat diagrams records information correctly carefully and systematically Is able to analyze draw inference and apply information
Sometimes inquires about concepts usually does experimentation in a systematic way and draws diagrams correctly Records information Is able to draw inference and apply information with some difficulty
Rarely inquisitive Does experimentation when told not very systematic work and untidy diagrams Is not able to draw inference and apply information
Not interested in experimentation recording or drawing inference Not very tidy and organized in his work Generally disinterested
Gro
up
Dis
cuss
ion
Actively participates and usually leads all group discussions Very often makes interesting observations and adds to the points given Can analyze points critically and generate new ideas
Actively participates Good relations with other members Often makes interesting observations can analyze some points critically
Participates sometimes Satisfactory relations with other members Sometimes makes interesting observations Can analyze few points
Hesitant to participate in-group discussions Poor relations with other members Rarely makes observations Unable to analyze points
A passive participant Never makes observations unable to analyze points
COMPUTER EDUCATION
Sk
ills
Very confident in using graphic skills word processing skills and operating skills
Skilled in operating and word processing skills
Shows excellent eye hand coordination in operating skills
Uses computer to enhance his knowledge on various topics taught in class Uses computer as a tool
Needs help from the buddy to complete his assignments
Ap
titu
de
Excellent in selecting and using different colours creating pictures and identifying different features of multimedia in work presentations
Shows special aptitude in using tools to create shapes and lines
Works with confidence and handles mouse with competence
Is able to combine text and graphics with help from teacher
Takes time to locate keys on the keyboard
GAMES
En
thu
sia
sm Plays with full
intrinsic Motivation
Plays with full intrinsic motivation most of the time
Plays with zeal but of his choice games
Plays but only when commanded
Always gives excuses
Dis
cip
lin
e
Obeys all class discipline voluntarily and plays by following all rules of the game
Obeys all class discipline voluntarily most of the time and plays by following all rules of the games
Obeys class discipline on command and follows rules only suited to his advantage
Obeys due to fear of punishment Follows rules on command with displeasure
Lacks discipline
Te
am
sp
irit
Has team spirit and plays for winning
Has team spirit and plays for winning most of the time
Puts his effort individually
Shows team harmony on and off
Not a team player
Tal
ent
Str
en
gth
a
nd
sta
min
a
spee
d)
Outstanding development of skills and displays high performance
Excellent development of skills and displays high performance most of the time
Very good skill development but performs occasionally
Average skill development
Slow skill development`
MUSIC
Inte
rest
Always very keen to learn and follow given instructions
Very keen to learn and follow instructions most of the time
Needs little drive to learn and start
Sometime shows interest
Does not show much interest
Rh
yth
m Child has a good
sense of rhythm and keeps pace with the beat
Child has a good sense of rhythm and sometimes falters in keeping pace with the beat
Sometimes loses pace with the beat
Sometimes goes off the beat and cannot make it up
Does not have the sense of rhythm
Me
lod
y Child has a good
sense of tune Child has a good sense of tune and goes off key Occasionally
Child goes off key sometimes can come back in tune
Child has the sense of time but goes off key in higher octave
Child does not have much sense of music
PERSONALITY DEVELOPMENT
Co
urt
eo
usn
ess
Very careful about wishing saying sorry thank you and excuse me Always stands up to give respect Always speaks politely and uses good vocabulary never interrupts in between
Wishes others most of the time says sorry thank you and excuse me stands up to give respect speaks politely never interrupts in between
Many times wish others (says sorry thank you and excuse me) Some times interrupts in between speaks politely may times
Sometimes avoids to wish (says sorry thank you and excuse me) Some times speaks politely interrupts in between
Avoids wishing (say sorry thank you and excuse me) Aggressive and impolite
Co
nfi
de
nce
Always very confident in carrying out various activities
Very confident in carrying out various activities most of the time
Confident in carrying out most of the activities
Quite confident but needs to come up with hisher ideas
Needs to develop confidence
Ca
re o
f B
elo
ng
ing
s Always respects the belongings and takes care
Takes care of self as well as others property most of the time
Most of the times takes care of belongings
Takes care but does not bother about others
Careless about self as well as others property
Ne
atn
ess
Always wears proper and neat uniform Very careful about personal hygiene
Wears proper and neat uniform Sometime nailshairteeth not clean
Wears proper and neat uniform most of the time
Most of the times in improper uniform often not careful about hygiene
Often untidily dressed
Re
gu
lari
ty a
nd
p
un
ctu
ali
ty
Very particular about being regular and punctual to school classroom Always regular in doing and submitting assignments and projects
Often particular about being regular and punctual to schoolclassroom often regular in doing and submitting assignments and projects
Sometimes particular about being regular and punctual Sometimes late in submitting assignments
Sometimes irregular and not punctual to schoolclassroom Sometimes late in submitting assignments and projects
Irregular and sometimes late to schoolclassroom Rarely submits assignments and projects in time
Init
iati
ve
Always tries to do things independently Always ready to participate in oral discussionsextra curricular activities
Most of the times tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Often tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Sometimes tries to do things independently Sometimes ready to participate in oral discussionsextra curricular activities
Never does things independently a voids participating in oral discussionsextra curricular activities
Sp
irit
of
serv
ice
Always volunteers to participate in all activities for a social cause Always ready to help others
Volunteers to participate in activities for a social cause most of the time Often ready to help others
Often volunteers to participate in activities for a social cause Often helps others
Sometimes volunteers to participate in activities for a social cause Sometimes helps others
Rarely participates in activities for a social cause Never bothers to help others
Re
spe
ct o
the
rs
pro
pe
rty
Always follows rules and regulations Takes good care of property and consciously makes efforts to keep the environment clean
Most of the time follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Often follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Sometimes follows rules and regulations Does bother about others property Sometimes litters hisher surroundings
Does not follow rules and regulations Is not sensitive about others property Often litters hisher surroundings
Se
lf c
on
tro
l
Well disciplined in the classroom corridors staircase Never misbehaves or fights in the playgroundbreak Emotionally a balanced child
Disciplined in the classroomcorridorsstair case most of the time Never misbehaves or fights in the playgroundbreak
Disciplined in the classroomcorridors staircase most of the time Occasionally misbehaves or fights in the playground break
Disciplined in the classroom but not in corridors staircase Often misbehaves or fightsbullies in the play groundbreak
Indiscipline in the classroomcorridorsstaircase Mostly misbehaves fights bullies in the playgroundbreak
ART amp CRAFT
Inte
rest
Shows great enjoyment and aptitude for drawing and painting - recognizes the value of art
Shows great enjoyment and aptitude for drawing and painting ndash recognizes the value of art most of the time
Enjoys drawing and painting Shows imagination some time
Prefers to be guided than using his own imagination
Prefers to reproduce what is seen Needs repeated instruction
Cre
ati
vit
y
Has original drawing and innovativeness in the work Shows more feeling and expressions in hisher work
Has original drawing and innovativeness in the work shows more feeling and expressions in hisher work most of the time
Good at reproducing Shows feelings and emotions
Can communicate the ideas in terms of effect and appeal
Lacks creativity and looks for ideas and instructions from the teachers
Sk
ill
Excellent development of skills and high performance
Excellent development of skills and high performance most of the time
Skills development is good but performs occasionally
Very slow skill development
No skills
Learning Indicators (Source NCERT CCE Manual)
ENGLISH
At the end of class III learners will be able to do the following (Learning outcomes) Talk about themselves members of the family and the people in their surroundings Follow simple instructions requests and questions and use formulaic expressions
appropriately Enjoy doing tasks (including singing a rhyme or identifying a person object or thing)
in English Recognize whole words or chunks of language Recognize small and capital forms of
English alphabet both in context and in isolation Read simple wordsshort sentences with the help of pictures and understand them
Write simple wordsphrasesshort sentences Listening Curricular Expectations Understand simple English language spoken in their immediate environment Enthusiasm to listen to English with understanding Appreciate non-verbal clues and respond through speaking body language
Pedagogic Processes Clear lip movement for children with hearing impairment to lip read
Familiarizing children with day to day spoken English (small sentences and phrases) in class assembly playground etc with peersgroups
Creating learning situations for using greetings and polite forms of expression Using formulaic expressions such as lsquoSit in a circlersquo and helping children become familiar with these expressions and use them
Familiarizing children with the sound system of English through chunks of language such as ldquoan applerdquo and connecting it with visualsrealia
Giving oral instructions for gamesactivities in simple English Introducing content and devising tasks that encourage children to draw on diverse
experiences and make connections with what is worthwhile and important to them Encouraging children to watch English cartoons (Listening and speaking are
developing in conjunction) and speak about it Providing input via audio-videoreading out from material and generating interest
through pair and group workrole-play Facilitating pairgroup work where children share their experiences
Providing learning situations such as role play to listen and communicate messages Using picture clips photos singing storytelling effective questions music etc
Narrating variety of stories from the textbook and beyond helping children to talk about the main idea Using a number of facial expressions dramatizing and picturising stories
Asking questions based on the texts using mother tongue and scaffolding wherever necessary using role play
Reading aloud action songspoems encouraging children to sing collectively (Listening and speaking are connected) using gestures
Giving dictation of a few simple sentences to enable children to listen and write (Listening is linked with speakingwriting)
Playing music (non-verbal) and encouraging children to express themselves through speech action dance drama photographs film clips puppets comics displays and singing
Drawing attention to onomatopoeic sounds such as a tap-tap buzz grrr etc
Learning Indicators (Progression) Listening Responds to English words and sentences used in classschool in home
languageEnglish eg mode of transportation post office other sources etc and reads the poem aloud and
enact etc Responds to simple greetings and polite forms of expression in Englishhome
languagefacial expressionbody language eg Please work with your friend etc Let us tidy the place (simple 6-8 sentences)
Follows rules of gamesactivities eg Today we will play lsquorelay racersquo Do you know how is it played Irsquoll tell you the rules and wersquoll play
Engages with English cartoons childrenrsquos filmsvisuals eg Describe what you saw in the film and other related questions etc
Shows interest in listening to experiences of her peers and others in English and home language eg All the students had gone for a picnic and are now sharing their experiences
Attends to oral messagestelephonic communications and communicates them in English home language eg Receives messages and conveys Listens to new words and pointsindicates objects and persons eg Listening a story and understanding the meaning of words in context
Understands the story and tells the main action in it (Listening amp Speaking in conjunction) in home languageEnglishsign language
Shows enthusiasm to listen to English poems songs jokes eg Birds sing phone rings Responds to questions asked on textual material narrated stories in English home language eg Do you enjoy train rides
Takes dictation of chunks of words eg describing the classroom Draws with interest after listening to the input eg Follows steps and does the task and
also listens and writes wordssentence with understanding such as let us make an envelope
Enjoys rhyme and rhythm of poems and sings aloud eg I found a shell a curly one Lying on the sand Appreciates music and expresses in actionspeech Listens and co-relates various onomatopoeic sounds talks about them eg Tak tak is anybody there
Speaking Curricular Expectations Able to speak English along with home languageAble to ask questions Able to recite poems say dialogues phrases from stories plays etc Pedagogic Processes Encouraging lip reading to understand words even without sound Creating learning situations to introduce themselves to a new studentanother
teacher a visitorprincipal Familiarizing children with new vocabulary as per their context and making them
speak Using pictures objects realia models and wall displays at eye level large prints and signs Providing input encouraging for participation in class morning assembly programmes Providing situations picturesimagesartifacts to help children speak about them in pairgroups Creating learning situations via-drama storytelling group work role-playmock-
telephonic conversationsconversations between and among family members connecting it with the characters from lessons
Creating learning situations to speak about hobbies games food etc Giving a prompt to help children speak ldquoYou know I read a story which goes like thisrdquo
ldquoOnce my brother played a prank on me rdquo Based on the reading of the text children are encouraged to speak eg comprehension
connecting to previous knowledge
Varying the input as per the special needs of the child with hearing impairment Connecting learning to the real world and encouraging them to ask questions such as
Why canrsquot we play now Encouraging children to imagine and speak about characters and situations using
prompts or pictures to help children create stories Encouraging children to raise queries amp ask questions through various modalities like
visual auditory and kinesthetic Providing poems (from textbooks and other sources chosen by the teacher children
from childrenrsquos magazines childrenrsquos section in newspapers) All the bells are ringing there 10 Providing storiesplays (from textbooks and
beyond the textbook) Learning Indicators (Progression) Speaking Uses simple sentences to introduce herself in English home languagesign language
eg I am Jagat I study in class III I like ice cream and orange juice Speaks as per context eg Given a context from the text or real world gives appropriate
words Participates in different events such as role play poetry recitation drama organized
in school from time to time Speaks about situationspicturesimages in English and home language
Engages in conversation in English and home language with friends teachers and family using simple sentences and Responses eg The kite is flying The aero plane also flies
Narrates her personal experiences anecdotes stories she has read or heard in Englishhome languagesign language eg My pup is very sweet
Makes requests uses greetings and polite forms of expression Expresses her likes and dislikes eg I like to jump and skip Responds especially to the textual questions being asked in both English class and in
other subject classes in Englishhome language Narrates stories (imaginarydreamsactual situations etc) Asks questions about
things around her Asks questions based on the textbeyond the text out of curiositywhile engaging in conversation
Recites rhymes poems songs in groups and individually and through acting out Says phrasesdialogues from storiesplays Retells main idea of the storyplay
Reading They recognize some words in English and make some attempts to read unknown words using initial sounds They mostly rely on illustrations and teacher support to establish meaning in a text and may not understand everything that they read While they continue to use early decoding skills they are not yet able to predict from language context alone because of their yet developing English proficiency Gradually they can follow and read short simple texts along with the teacher and in class as shared reading activities
Curricular Expectations Understand the main idea locate details in the text (seen and unseen) Able to ask questions Understands the form and functions of grammar in context
Pedagogic Processes Providing visualspointing to illustrations in texts to encourage children to read
Familiarizes children with both small and capital letters of the alphabet Facilitating comprehension through various textsmovementactions Facilitating children to locate details sequence of ideas and eventsidentifying main
idea through various types of comprehension questions Facilitating children to relate ideas of the text with personal experience through
questions and interaction Introducing stories to facilitate comprehension Listening to poems showing
understanding through tone volume and action Introducing different kinds of texts such as descriptions stories folktales and poems
Providing beyond the text materials such as advertisements notices etc Facilitating reading of childrenrsquos magazines and childrenrsquos section of newspapers and
enriching the reading habits through exposure to school library reading corner Introducing titles of books movies etc Encouraging children to raise questions based
on their reading Drawing attention towards use of grammar in context and explaining it such as nouns
adjectives etc eg red rose Drawing attention to the use of punctuation through a variety of texts such as use of
capital and small case comma full stop Learning Indicators (Progression) Reading Reads small texts with comprehension Identifies locates main idea details and the
sequence of ideas and events and draws conclusions based on reading Relates ideas with her personal experiences eg After reading a story on travel is able
to connect with her experience of travelling in a bus train etc Reads and relates texts of home language Recognises themes such as triumph of good over evil Engages with different kinds of texts descriptions stories folktales and poems eg
She narrates the story that also deals with similar issues and connects with her life Connects with real life including home languagesign language
Engages in reading beyond the text materials and enjoys reading Infers the meaning of unfamiliar words by reading them in context
Reads titles of books movies captions Asks questions based on the reading or out of curiosity
Uses simple grammar in sentences eg Jamala is a good student Uses appropriate punctuation eg Jatin is my friend
Writing They develop the ability to use some basic conventions of writing in English They write texts using sentence structures based on oral structures and very simple repetitive texts By the end of class III they are beginning to write their own very short simple texts They write with less need for teacher transcription Their attempts at spelling depend on sounds Children begin with one word to phrases to sentences across class levels
Curricular Expectations Able to write short simple texts Pedagogic Processes Facilitating children to form letters and spacing properly Familiarising children with words from the text and immediate surroundings Drawing attention to the use of capital letters and punctuation marks such as full stop
comma question mark etc Giving dictation of sentencesshort paragraphs (listening and writing are developed in conjunction)
Providing texts (seen amp unseen) and encouraging writing answers to comprehension questions Providing verbalvisual clues to develop words sentence paragraphs Encouraging children to write on self family pets and home etc (Giving extra time
for children writing in Braille) Providing examples of writing through a variety of examples Providing examples of wordsphrases (linkers) to indicate sequence such as lsquoandrsquo butrsquo etc Providing examples of written texts to familiarize with grammar in context Familiarizing children with rhyming words creating rhythm through a poem Providing a variety of contexts such as going for a picnic a fair etc and helping them
develop new vocabulary Learning Indicators (Progression) Writing Draws enthusiastically according to the context and writes a little name etc Uses proper spacing between letters words and sentences Writes familiar words phrases simple sentences in Braille or print Uses capital letters and punctuation marks eg Finally I dressed up and went to school Takes dictation of chunks of words eg items needed for class library Writes answers for textual questions after comprehension (Writing is linked to
reading) Writes wordssentence paragraphs with the help of verbalvisual clues eg Pictures of
flowers fruits animals etc and writes Writes descriptions narratives 5-6 simple sentences on personal experiences Describing any event place object eg Look at the fish tank and write three sentences what you see
Uses appropriate punctuation forms in a variety of written texts Writes rhyming words eg Day-bay mouse house etc Makes lists for various purposes eg Prepare a list for class picnic mat water bottle tiffin towel bag etc Contributes for the school magazine (drawing with caption etc)
Concern for Immediate Environment Curricular Expectations
Develop concern for immediate environment (both physical and social) through observation which leads to development of language skills in an integrated manner Pedagogic Processes
Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and providing related vocabulary
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
List of Books
Name of Books Author Name Publisherrsquos Name
ENGLISH 1 Grow with words -English
Course Book -3
2 English Worksheets -3
3 English Grammar- 3
4 Cursive Strokes
Nomita Wilson Amity University Press
Amity University Press
Amity University Press
Amity University Press
हहॊदी 5 अभत हहॊदी ऩाठभारा - 3
6 वमाकयण सोऩान ndash 3
7 (हहॊदी वमाकयण)अभमास ऩसततका
डा० अनयाधा सकसना
डा० कलऩना
Amity University Press
Arya Publishing Company
Amity University Press
MATHEMATICS 8 Grow With Numbers 9 Mathematics - worksheets
Madhu Singh Sirohi Amity University Press
Amity University Press
EVS
10 My Vibrant Planet (EVS)
Mohina Dar amp
Sunita Jaisingh
Amity University Press
MORAL EDUCATION 11 Live and Let Live
(Life s Mantra) ndash 3 Shradha Anand Amity University Press
COMPUTER 12 Viva dot Com
(Computer Science and Information Technology)
Prof Ashok Arora amp Sarika Verma
Viva Education
GK 13 Milligascar
(Know the world around you) Deepti Kathpalia Millennium
Booksource Pvt Ltd
Syllabus Distribution of English (Class III)
Month Grow with Words Grammar Workbook
April L-1 Helping Hand
L-2 Tin-Tin The Robot
Unit-1 Nouns Again Unit-2 Abstract Noun
Ch-1 Poem Ch-2 Fun With Words Ch-3 Punctuation
May L-3 Poem ndash Boats Sail
on the Rivers
Unit-3 Material Nouns Unit-4 Subject and Verb go together
Ch-4 Nouns Ch-5 Name Them Ch-6 Fun Activity
July
L-4 A Night of Mystery
L-5 Little Daddy
Unit-5 Reflexive Pronouns Unit -6 Pronoun or Adjective
Ch-7 Nouns ndash Numbers
Ch-8 Nouns ndash Gender
August L-6 Poem Watching
Clouds
Unit- 7 Adjective Again Unit -8 Tenses
Ch-9 Pronouns Ch-10 Adjectives
September
L-7 From Granny With
Love
Unit-9 Adverbs Ch-11 Comparison of Adjectives
Ch-12 Prefixes and Suffixes
Ch-13 Fun Time
October
L-8 Rath Yatra in Puri Unit-10 Articles Ch-14 Verbs Ch-15 Tenses Ch-16 Editing and
Omitting Ch-17 Subject-Verb Agreement
November
L-9 Poem ndash A Marry
Dance
Unit -11 Prepositions
Unit-12 Conjunctions
Ch-18 Articles
Ch-19 Prepositions
Ch-20 Conjunctions
December
L-10 A Butterfly Unit-13 Sentences Ch-21 Homophones
Ch-22 Fun Time
Ch-23 Framing Questions
January
L-11 The Woodcutter of
Gura
Unit-14 Similies Ch-24 Vocabulary
Ch-25 Fun Time
Ch-26 Compound
Words
February L-12 Jamie and His
Worm
Unit-15 Proverbs Ch-27 to Ch-35
Assessment FA Tasks Composition AudioVideo
Activity
FA ndash 1 (April ndash
May)
1 Paragraph Writing (I want my Robot tohellip)
2 Poem Completion (Saturday Work)
3 Picture description 4 Homework and Classwork
Picture Description Paragraph Writing Poem Completion Letter Writing
Video of
lsquoRobotrsquo
Video of lsquoNGOrsquo
FAndash2 (July ndash
August)
1 MCQ based on Grammar 2 Narrative Writing (A Scary
Night) 3 Poetry Recitation 4 Homework and Classwork
Narrative Writing Poem Completion Paragraph Writing Making a Picture of Sky
Movie lsquoHome
Alonersquo
Video of lsquoRainy
Seasonrsquo
SA-1
(September)
Course book L-1 to 6
Grammar Unit-1 to 8
Workbook Ch-1 to 9
Picture Description and
Paragraph Writing
Comprehension passage
Paragraph Writing Video of lsquoPurirsquo
FA ndash 3(Oct-
Nov)
1 Letter Writing (Informal) 2 Poster Making(Limerick) 3 Poetry Recitation 4 Homework and
Classwork
Letter Writing
Story Writing
Images of Puri
Video of
lsquoSnowfall in
Kashmirrsquo
FA-4 (Dec-Feb)
1 Paragraph Writing (If I were a Bird)
2 Project on lsquoBirdsrsquo 3 MCQ based on Grammar
(Conjunctions) 4 Homework and
Classwork
Speech on lsquoif I become
a Sports Captainhellip
Invitation Writing
Preparing for Speech
Video of
lsquoLifecycle of
butterflyrsquo
Video of
lsquoWoodcutterrsquo
SA-2 (March)
Course book L-7 to 12 Grammar Unit 1 to 15 Workbook Ch-1 to 35 Comprehension passage Letter Writing and Story Writing
Collecting information
on lsquoBirdsrsquo
Letter Writing
Video of
Different
Worms
हहॊदी ऩाठमकरभ विबाजन का ndash 3 भास अभत
हहॊदी ऩाठभारा
वमाकयण सोऩान
हहॊदी वमाकण अभमास ऩसततका
दशमशरवम
साभगरी ऩततकीम यचनातभक गततविधधमाॉ
यचनातभक गततविधधमाॉ
एप ए -1अपरर स भई
अपरर
ऩाठ ndash 1 हभको ऻान दो
ऩाठ ndash2
वह सयज था
ऩाठ ndash 1
हहॊदी वणण ऩाठ ndash 2 नाभ
अऩहठत गदमाॊश
ऩषठ 100 व101
ऩाठ ndash 1 सॊमकत वमॊजन
ऩाठ ndash 2 सॊऻा
वीडडमो वमाकयण
ऩाठ ndash2
1 वनम ऩशओॊ क चितर चिऩकाना ऩाठ ndash 2
2 वणो को करभ स जोडकय तततरी फनाना
वमाकयण ऩाठ ndash1
3 अख़फाय स भखम सभािाय क शबदो को काटकय वणणभारा करभ भ चिऩकाना
वमाकयण ऩाठ ndash1
4 परससदध वमसकतमो वततओॊ व तथानो क चितर स एलफभ फनाना
वमाकयण ऩाठ ndash2
1कववता
2नाटमभॊिन
3फहववकलऩीम
परशन वमाकयण
4का
कामण व गह कामण
भई
ऩाठ ndash3 यॊगा ससमाय
ऩाठndash3 ऩहिान
ऩाठ ndash 4 एकndashअनक
अऩहठत गदमाॊश
ऩषठ-102
अनचछद ndash भया ववदमारम ऩषठ-82
ऩाठ ndash 3 सवणनाभ
ऩाठ ndash 4
ववशषण
वीडडमो ऩाठ ndash3 वीडडमो वमाकयण
ऩाठ ndash4
5 चितरकथा को नाटक भ फदरकय असबनम कयवाना ऩाठ -3
6 अऩन आसऩास व का स सॊफॊचधत ततरीसरॊग व ऩसलरॊग शबद अरग कयक सरखो वमाकयण ऩाठ ndash3
एप ए -2 जराई स अगतत जराई ऩाठ ndash4
गोयमा औय कौआ
ऩाठ ndash5 तीन सहरी भछसरमाॉ ऩाठ ndash6
सनो घय
की फात
ऩाठ ndash7
ववदमारम
ऩाठ ndash5
नाभ की जगह
ऩाठ ndash6
कौन ndash कसा
ऩाठ ndash7
काभ
ऩतर-1 ऩषठ 88
अनचछद ndashभया ववदमारम
ऩाठ ndash5 करकरमा
ऩाठ ndash6
सरॊग
वीडडमो ऩाठndash 5
1 ततनको स चिडिमा का घोसरा फनाना
ऩाठ ndash 4
2यॊगीन कागज़ स ndashभछरी का कोराज फनाना ऩाठ ndash 5
3अनचछद ndashभया ववदमारम
4 ऩॊितनतर की कहानी 5 ऩतर ndashऩतरतरकाओॊ स करकरमा सॊफॊधी चितर एकतर कयक एलफभ भ रगाना वमाकयण ऩाठ ndash7
1यिनातभक
करकरमाकराऩ
ऩाठ ndash5
2सरखखत ऩयीा
अगतत ऩाठ ndash8 हभाय ऩजाघय
अनचछद-
ऩजाघय
ऩाठ ndash9
भातटय जी की करास
ऩाठ ndash10
हभाय भागणदशणक
ऩाठ ndash8
फात औय फात ऩाठ ndash9 ववयाभ चिहन
अऩहठत गदमाॊश
ऩषठ-103
अनचछद-जफ भय घय भ ऩानी
नहीॊ आता ऩषठ-83
ऩाठ ndash7
विन
वीडडमो ऩाठ-9
1नाटम भॊिन ऩाठ ndash9
2धासभणक तथरो क चितर चिऩकाना ऩाठ ndash 8
3ऩाठ भ आए भहाऩरषो स सॊफॊचधत एक-एक नततक भलम सरखना ऩाठ ndash10
4ववसबनन ऩजाघयो स सॊफॊचधत वीडडमो ऩाठ ndash 8
5 जातक कथाएॉ
वीडडमो
3शरवण कौशर
4 का
कामण व गह कामण
एसए ndash 1 ससतॊफय
एप ए -3 अकतफय स निॊफय अकतफय ऩाठndash13
याषरीम धवज
ऩाठndash14
याजदर परसाद
ऩाठ ndash12
एक जस शबद
ऩाठ -13 शबद एकअथण कहानी-रखन
ऩषठ-92
ऩाठ ndash10
शदध ndashअशदध शबद
ऩाठ -11
अनक शबदो क सरए एक शबद
1यॊगीन कागज़ व सीॊक दवाया झॊडा ऩाठ-13
फनाना
2 कछ चितर एकतर कयक एलफभ भ चिऩकाकय उनक ऩमाणमवािी शबद सरखना
वमाकयण ऩाठ -12
3 ऩाठ भ आए अनकाथी शबदो को सॊदय अयो भ अरफभ भ सरखना वमाकयण ऩाठ -13
1यिनातभक कामण
2 अनचछद रखन
ससतॊफय ऩाठ ndash11
आिामण िाणकम
ऩाठ ndash12
गसरतताॉ हभाया
ऩाठ ndash10 भहावय
ऩाठ ndash11
ववरोभ शबद
ऩतर -2
ऩषठ-89
ऩाठ ndash8
ववरोभ शबद
ऩाठ ndash9
ऩमाणमवािी शबद
वीडडमो ऩाठ ndash11
1चितरकथा रखन ऩाठ-11
2परो की ऩसततमो दवाया चितर फनाना ऩाठ12
31 स 50 तक हहॊदी चगनती एलफभ भ सरखना
वमाकयण ऩाठ -10
4 भहावयो का परमोग कयत हए कहानी सरखना
वमाकयण ऩाठ -10
ववरोभ शबदो क चितर एलफभ भ रगाना
वमाकयण ऩाठ ndash 11
अभत हहॊदी ऩाठभारा
ऩाठ 1 स 11
वमाकयण सोऩान
ऩाठ 1 स 6
अभमास ऩसततका ऩाठ 1 स 7
ऩतर व अनचछद रखन
नवॊफय
हदसॊफय
ऩाठ ndash15
भाॉ धयती ऩाठ ndash16
हभायी दतनमा
ऩाठ ndash17
हहॊदी चगनती ऩाठ ndash18
अॊतरय
ऩाठ ndash19
ईदगाह
ऩाठ ndash20
तनमभ
ऩाठ-14 अनक
शबदो क सरए
एक शबद
ऩाठ-15 सभह क सरए एक शबद
कहानी-रखन
ऩषठ-94 अनचछद ndashऐस भनाई
तरफना ऩटाखो क दीवारी ऩषठ-90
ऩाठ-16 चगनती ऩाठ-17हदन भहीन
अऩहठत गदमाॊश
ऩषठ-104
ऩतर-रखन ऩषठ89
ऩाठ -12
तकफॊदी ऩाठ -13 हदशा
ऩाठ ndash14
सजनातभक
कामण
ऩाठ ndash15 व 16
अऩहठत गदमाॊश
1सौय ऩरयवाय का चितर फनाना ऩाठ ndash16
2ऐस कछ रोगो क
चितर िऩकाना जो हभायी सहामता कयत ह-
वमाकयण ऩाठ -14
1 1स 50 तक हहॊदी चगनती एलफभ भ सरखना वमाकयण
ऩाठ -10
2 कहानी सनाना
3कववता ऩाठ
4 का कामण व गह कामण
एप ए -4 जनियी स पयियी
एसए ndash 2 भाचच भािण अभत हहॊदी ऩाठभारा ऩाठ 12 स 22 तक
वमाकयण सोऩान ऩाठ 2 5 6 व 7 स 12 तक
ऩतर व कहानी रखन
अभमास ऩसततका ऩाठ 8 स 19
जनवयी
पयवयी
ऩाठ ndash21
सतमवादी याजा हरयशिॊदर
ऩाठ -22
टरीववजन का जादगय
ऩाठ-18 ऩश-ऩकषमो कीफोसरमाॉ ऩाठ-19 चितर -वणणन अनचछद ndashजफ भयी ऩततक खो गई थी
ऩषठ 83
कहानी-रखन
ऩषठ-95
ऩाठ-20 सॊवाद-रखन
अनचछद ndash भयी भाॉऩषठ-82
ऩतर रखन ऩषठ90
कहानी-रखन ऩषठ-95
ऩाठ ndash17 याषरीम ऩवण
ऩाठ18
कववता रखन
ऩाठ ndash19
चगनती
1नाटम भॊिन
ऩाठ ndash 21
2आववषकायको
क नाभ
ऩाठ ndash 22
1नाटम भॊिन
2फहववकलऩीम परशन वमाकयण
3 का
कामण व गह कामण
4 का
कामण व गह कामण
Syllabus Distribution of Maths (Class III)
Month Course Book Work
sheet
Assess
ment
FA Tasks
April Ch-1 Numbers and Numeration
Revision Number Name up to Thousands Place Value Expansion of Numbers Comparison of Numbers Successor and Predecessor Skip Counting Ch-2 Roman Numerals
Basic Symbols Reading and Writing Roman Numerals
Pg No 1
to 10 and
15 to 17
FA1
(April-
May)
1 MCQ (Ch-12)
2 Number Games
May Ch-3 Addition
Addition of 23 and 4-digit number with
carry and without carry
Facts about addition Solve and Frame the Word Problem Estimation Mental Arithmetic
Pg No 18
to 23
3 Forming
Roman
Numerals
using
Matchsticks
4Homework
and
Classwork
July Ch-4 Subtraction
Subtraction of 23 and 4-digit number with borrowing and without borrowing
Facts about Subtraction Solve and Frame Word Problem Estimation Mental Arithmetic Ch-5 Multiplication
Multiplication by 1 and 2-digit Number Properties of Multiplication Word Problems related to Multiplication
Pg No 24
to 43
FA-2
(July-
August)
1 Activity based on Subtraction using Geometrical Shapes
2 Activity based on Multiplication using Flash cards
August Ch-6 Division
Facts about division Relation between Multiplication and
Division Long Division Method with Remainder
and without Remainder Number Stories
Pg No 44
to 54
3 Activity on Division (Rajma and Ice tray)
4 Homework and Classwork
Month Course Book Workshe
et
Assess
ment
FA Tasks
September Ch-8 Geometrical Shapes Plane Shapes Solid Shapes Tangram Perimeter Circle Symmetry
Pg No 75 to 87
SA-1 (Sept-
ember)
Ch-1 to 6
October Ch-7 Fractions Like and Unlike Fractions Equivalent Fractions Comparison of Fractions Ascending and Descending Order Addition and Subtraction
Pg No 55 to 59 73 and 74
FA-3 (Oct- Nov)
1 Pen- Paper test (Ch-7 8) 2 Activity based on Fractions by showing shaded and un shaded parts
November Ch-10 Money Conversion of Money Addition and Subtraction Multiplication and Division Make Rate Charts and Bills
Pg No 66 and 67 88
to 91
3 Activity on Geometrical Shapes through paper cutting and folding 4 Homework and Classwork
December Ch-11 Time Reading Clock Time Conversion Calendar Ch-12 Pictorial Representation of Data Read and Draw Pictograph
Pg No 60 to 65
FAndash 4 (Jan- Feb)
1 Oral Test (Time) 2 Activity based on Money through artificial notes and coins
January Ch-9 Measurement(Length) Conversion Addition Subtraction
Multiplication and Division of Metric Units
Estimation
Pg No 68 to 72
3 Activity based on Time through their daily routine
February Ch-9 Measurement
(Weight and Volume)
Conversion Addition Subtraction
Multiplication and Division of the problems related to weight and capacity
Number stories
Pg No
11 to 14
4 Homework and Classwork
March Revision of Syllabus for SA- 2 SA - 2 Ch- 7 to 12
Syllabus Distribution of of EVS (Class III)
Month Course Book (My Vibrant
Planet)
Key Concept AV Experien
ce
Assess-ment
FA Tasks
April Ch-1 Our Sun and Solar System
Ch-2 Early Man
Parts of Sun Cardinal directions solar system Phases of Moon Important Discoveries by early men
Videos on
Solar System
Discovery of fire and wheel
Rotation Revolution
FA ndash 1
(April - May)
1 Pen-Paper Test Including MCQ Based on Solar System and Early Man
2 Diagram of Solar System and Different Tools used by early men
3 Creative Writing on
topic ldquoWaterrdquo
4 HW And CW
May Ch-3 Introduction to water
Forms and properties of water
Video on Uses and Forms of water
Properties of Water
July Ch-4 Uses of Water
Ch-5 Water Conservation
Ch-6 Major Cities Near Seas
Uses of water water conservation water cycle
Video on
Water cycle
FA ndash 2
(July - August)
1 Project on 3 Rrsquos
2 Group Discussion on Water Conservation
3 Pen-Paper Test on Topic Uses Source and Conservation of Water
4 HW And CW August Ch-7 The
Earth
Ch- 8 Our Environment
Parts of Earth Physical Features of India
Global Warming Pollution
Video on Types of pollution
Physical features of India
September Ch-9 Living
Things
Living Things
Characteristic
s of Living
Things
Video on
Character
-istics of
Living
Things
SA - 1 Ch- 1 To 5 7 And 8
Month
Course Book (My
Vibrant Planet)
Key Concept AV
Experience
Assess-
ment FA Tasks
October Ch-10 Plants Ch-11 Animals and Birds
Plants Parts and types of plants germination plants as sources of food different ways of cooking animals and birds shelter parts of body types of feathers and beak
Video on Germination Skeleton
FA ndash 3 (Oct ndash Nov)
1 Pen Paper Test Including MCQ Based On Properties and Uses of Air Types of Plants and Animals and Birds Classification
2 Diagram of beaks claws and germination of seed
3 Role Play on lsquoOur Bodyrsquo
4 HW and CW
November Ch-12 Our Body Ch-13 Air Around Us
Our Body Five senses external and internal organs of body skeleton And muscles atmosphere pollution
Video on External and Internal Body Organs with Function and Air Pollution
December Ch- 14 Means of transport and communication
Types of Transport and Communication
Video on Types of Transport and Communication
January Ch-15 Festivals of India Ch- 16 Dresses of India
National Harvest and Religious Festivals Seasons
Video on Types of Festivals
FA ndash 4 (Jan - Feb)
1 Pen paper Test Including MCQ on Dresses and Festivals 2 Radio Show on lsquoCelebrityrsquo 3 Project on Means of transport and communication 4 HW and CW
February Ch-17
celebrity
Life History of
Saina Nehwal
Video on
Celebrity
March Quick
Revision
SA - 2 Ch - 10 to 16
Syllabus Distribution of of GK (Class III)
Month Topics PgNo Activities April Animal Mates
Resources of Life Neighbourhood Services Amazing Machines Leaders of Change Spot the Difference Rainwater Harvesting Generating Electricity Rebus Voyage Through Oceans
6 7 17 18 25 26 34 35 46 47
1 Name some more male and female species of some other animals which are not given in book 2 Find some other neighbourhood services with the services they provide
May Our Animal Friend Kitchen Secrets Modes of Transport Shapes And Pattern Bird Watching
8 9 19 27 36-37
1 Mark the oceans and continents on map of the world
2 Name some animals (other than book) and the products we get from them
July Components of Food Marvels of the World Story Of Paper A Trip to Planetarium Substances Matters Amazing Plants
10 20 28 38 48 56-57
1 Make a list of new seven wonders with pictures
2 Collect information on any one of the aquatic plants
August Places of Interest Festivals of the World Odd One Out Water Cycle Sharpen Your Mind
11 21 29 39 49
1 Make a list of some places (other than book) of your interest with reason
2 Collect information on any one of the festival which is not mentioned in book
3 Pen paper test Pg no 6171920343539475657
September Exploring the Earth Amazing Facts
58 59
October Wetland
On the Floor
12-13
22
1 Make a list along with the pictures of various other dance forms of other countries
November Cycle of Seasons
World of Athletics Enjoy Your Meal Locating Objects Man on Moon
14-15 23 30 40 50-51
1 Draw the route map from your home to a school
2 Make a list of sports which are the parts of Olympics
January The Little Fir Tree Healthy Lifestyle Camouflage Service Before Self Sounds of Things Important Dates
32 33 42-43 44 54 61
1 Find out the names of some animals who conceal themselves by blending with their surroundings
2 Try to solve grid puzzle from the
newspaper February Maths At a Glance
Letrsquos Dress Up States and Capitals
58 59
1 Pen paper test pgno
3031415558596061 6263
March First In the World Famous Characters and Their Creations
63 64
Syllabus Distribution of Moral Education (Class III)
Month Live and Let Live
April and May Ch-1 Mind and Body
July Ch- 2 Keep Surroundings Clean
August Ch-3 Do Hard Work
September Ch-4 Courage Within Me
October Ch- 5 Letrsquos Love India
November Ch- 6 It is lsquoWersquo Not lsquoMersquo
December Ch-7 Stop Pollution
Januray Ch- 8 Being Non ndashViolent
February Ch-9 You Are Great
Syllabus Distribution of Computer (Class III)
Month Course Book Assess
ment FA Tasks
April L-1 Introduction to a Computer 11 Computer ndash A Smart Machine 12 Working of a Computer 13 Features of a Computer 14 Limitations of a Computer 15 Types of Computer 16 Computers in other Machines
FA ndash 1 (April- May)
1 Class work done in book and notebook
2 Activity of Identifying pictures
May L-2 Parts of a Computer 21 Hardware 22 Software 23 Differences between Hardware
and Software
3 Quiz Competition on the topic lsquo Hardware and Softwarersquo
4 Type the names and features of any ten keys in Word pad
July L-3 MS Windows The Operating System
31 Microsoft Windows 32 Working with Windows 7 33 Understanding Files and Folders 34 Application Window 35 Some Components of Application
Window 36 Windows XP Versus Windows 7
FA ndash 2 (July- Aug)
1 Class work done in book and notebook
2 Lab Activity related to L- 3
3 Drawing Flag of
India in Paint 4 Identifying and
naming the tools August L-4 More on MS Paint
41 Curve Shape 42 Polygon Shape 43 Menu Bar
September Revision of L- 1to 4 for SA ndash 1 Sample Paper-1(Pg No-56)
SA -1 (Sept-
ember)
L-1 to 4 Complete with MCQ TrueFalse Fill in the Blanks Match the Column Crosswords Identify and label the pictures and Question Answer + Lab Activities related to L 1 to 4done in the lab
Month Course Book Assessment
FA Tasks
October L-5 Editing in MS Paint 51 Selecting the Drawing 52 Using Clipboard 53 Image Group 54 Changing the Size of an Image
FA - 3 (Oct-Nov)
1 Class work done in book and notebook
2 Make a greeting card for your teacher using all the tools of MS Paint
November L-6 LOGO A Computer Language 61 LOGO 62 Starting MSW Logo 63 Components of a LOGO 64 LOGO Primitives 65 Repeat Command 66 Exiting LOGO
3 Lab Activity related to L-6
4 Make a list of shortcut of commands on a thick sheet
December L-7 LOGO Arithmetic 71 Revision of LOGO Primitives 72 Print Primitive 73 Calculations in LOGO 74 Print with Logical Operators
FA- 4 (Jan-Feb)
1 Make a poster on LOGO Primitives
2 Lab Activity related to L- 7
3 Lab Activity related to L- 8
4 Crossword related to ldquoMS Wordrdquo
January L-8 Learning MS Word 81 Starting MS Word 2010 82 Parts of MS Word Window 83 Typing Text 84 Creating a New Document 85 Saving a File 86 Printing a Document 87 Closing a Document 88 Opening an Existing Document
February Revision of L-5 to 8 for SA- II Sample PaperndashII(PgNo98) Olympiad Practice Sheet (Pg No 104)
March Revision of all the Chapters for SA II SA -2 L-5 to 8 Complete with MCQ TrueFalse Fill in the blanks Match the Columns Crosswords Identify and label the pictures and Question Answers + Lab Activities related to L 5 to 8 done in the Computer lab
Assessment Rubrics(Source CBSE CCE Manual)
REPORTING STUDENTSrsquo ACHIEVEMENT While reporting studentsrsquo achievement in different areas indirect grading in absolute scale having five points may be used The grades will stand for the following distribution of marks A+ Outstanding 90 - 100 A Excellent 75 - 89 B Very Good 56 - 74 C Good 35 - 55 D Scope for improvement Below 35 The grade of the child can be computed in the achievement card based on the percentage of presence of behaviour indicator in the above category of percentiles Besides certain remarks can be made in scholastic and co-scholastic areas as well as the achievement level of the child These remarks will help the parents and the child to provide the learning skills in that area by devoting more learning efforts Thus continuous and comprehensive evaluation is a useful proposition for improvement of studentsrsquo achievement through continuous diagnosis remediation encouragement and appreciation It requires coordinated and concerted efforts on the part of Principals teachers and parents for the multifaceted personality development of the child The enclosed rating scales are expected to help the teachers in proper placement of students in terms of the different grades
LANGUAGES Aspects Sub-
Skills A+ A B C D
01
Re
ad
ing
Sk
ills
(L
ou
d R
ea
din
g)
Pro
nu
nci
ati
on
Can read short storiesarticleswords on ones own and uses his phonetic skills to pronounce new words
Can read short storiesarticle on ones own most of the time Uses his phonetic skills to pronounce new words most of the time
Can often read short stories with varying speed and guidance most of the time
Can read short stories with varying speed and guidance from the teachers most of the time
Needs help and prompting by the teacher all the time
Flu
en
cy
Can read simplecomplex passages fluently with proper speed expression and pronunciation
Can read simplecomplex passages fluently with speed but needs occasional prompting
Can read simple passages but takes time to read each word lacks fluency speed and expression
Can read simple passages with guidance or prompting most of the time
Fumbles a to while reading even simple sentences Needs help all the time
Co
mp
reh
en
sio
n Can read and
understand text and answer questions correctly
Can read and understand text and answer most of the questions correctly
Can read and understand text and answer some of the questions correctly
Can read and understand text with the help of teacher
Cannot comprehend the text at all
Aspects Sub-Skills
A+ A B C D 0
2 W
riti
ng
Sk
ills
Cre
ati
ve
Wri
tin
g
Can write short stories and paragraphs with accuracy and originality in sentence construction and use of vocabulary Ideas are arranged logically
Can write short stories and paragraphs on a given topic with a fair degree of accuracy Displays originality sometimes Ideas are generally logically arranged
Writes stories and paragraphs but makes quite a few errors
Can write short connected descriptive sentences on ones own with some grammatical errors
Cannot write even short sentences of ones own makes a lot of mistakes
Ha
nd
wri
tin
g
Is neat and legible All letters and strokes are consistent and joined correctly Transcription is error free
Is neat and legible Occasional inconsistency seen in formation of letters and strokes Transcription is error free
Is legible but sometimes inconsistent with his strokes and letters Transcription has occasional errors
Handwriting is not very neat Transcription has many errors
Is neither legible nor consistent
Gra
mm
ar Can write sentences
accurately Can write sentences accurately most of the time
Can write sentences with quite a few errors
Can write sentences with a lot of mistakes
Cannot write with accuracy Needs help very often
Sp
ell
ing
s Can spell all words correctly Tries to spell new words
Can correctly spell all the words most of the time Falters occasionally
Can correctly spell words but sometimes makes mistakes
Makes a lot of spellings mistakes
Cannot spell words properly Has to be helped
Vo
cab
ula
ry Has a rich
vocabulary Often uses new words and phrases in written and spoken forms
Has a good range of vocabulary and phrases Uses new words only most of the time
Has a fair range of vocabulary Uses new words sometimes
Vocabulary is limited to only those words which have been taught in class
Has a poor stock of vocabulary
03
Sp
ea
kin
g
Sk
ills
Co
nv
ers
ati
on
Is fluent and spontaneous Responds to situations appropriately and accurately Can narrate incidentsanecdotes and can participate in a discussion on a given topic with ease
Is fluent and spontaneous most of the time Responds to the situations appropriately but fumbles for words occasionally Can narrate incidentsanecdote and can participate in discussions with efforts
Lacks spontaneity fluency and accuracy sometimes Response time rather long Needs prompting most of the time
Lacks spontaneity fluency and accuracy
Needs help most of the time
Re
cita
tio
n
Can recite a poem or a story with proper speed Dictation expression and tone
Can recite a poem or a story with proper speed or expression but makes occasional mistakes in pronunciation or forgets at times
Can recite a poem or story with occasional prompting Expression is not very strong and effective
Cannot recite an entire poem or story without prompting Pronunciation expression is not appropriate
Recitation is poor Lacks expression
04
Lis
ten
ing
Sk
ills
Co
mp
reh
en
sio
n
Can comprehend oral questions instructions stories poems
Comprehends oral question instructions stories and poems most of the time
Has some difficulty in comprehending Instructions stories or poems Needs guidance quite often
Understands simple conversation in familiar situations Needs simplification or translation most of the time
Cannot understand instructions Needs help all the time
Ex
tra
Re
ad
ing
Can read short storiespoems for pleasure on ones own with complete comprehension Can form opinions and evaluate characters and incidents
Reads storiespoems for pleasure Sometimes needs help in understanding the story Can form opinions and evaluate characters and incidents
Needs a lot of help with understanding of stories and poems Can evaluate a character or a situation only sometimes
Shows lack of interest in reading stories or poems Needs a lot of prompting
Not interested to read at all any extra material of ones own
Act
ivit
ies
P
roje
ct
Participates enthusiastically in activities Projects
Enthusiastically participates in activitiesProjects most of the time
Needs persuasion by the teacher for active participation
Seldom participates in activities projects assigned
Does not participate at all
MATHEMATICS
A+ A B C D
Co
nce
pt
Understands the concepts with logical thinking and good reasoning skill
Understands the concepts thoroughly
Understands the concepts and is able to apply most of them correctly Needs occasional help
Takes more time in understanding new concepts and requires frequent help
Needs help most of the time in understanding the concepts and logically applying them Activity Very confident
Act
ivit
y
Very confident original and creative in-group activities Has tremendous team spirit
Takes keen interest in doing various activities and applying the concepts to real life situations
Quite creative but needs to be more innovative and original
Takes interest but needs to be more systematic and organized
Lacks initiative and is disinterested in-group activity
Ta
ble
s
Has understood the concept of grouping the numbers and knows the tables by heart Can also do dodge tables
Knows the tables but falters a little in dodge tables
Knows the tables but Makes mistakes in tables of higher number Falters in dodge tables
Has not understood the concept of tables Makes a lot of mistakes in dodge tables
Has not learnt the tables Cannot do dodge tables at all
Me
nta
l a
bil
ity
Takes immense delight in working with mathematical problems mentally
Has a good number sense Quick in solving problems mentally
Solves mental sums with ease but at times makes careless mistakes
Can perform mental calculations but falters occasionally
Slow in solving sums mentally
Wri
tte
n
wo
rk
Work is neat and methodical Presentation is a source of inspiration for others
Neat and systematic work
Neat and regular work but sometimes not up to the mark
Often the work is untidy and the figures are shabbily drawn
Untidy work Late in submitting the assignments
ENVIRONMENTAL SCIENCE
En
vir
on
me
nta
l S
en
siti
vit
y
Has the ability to reason does independent thinking has value appreciation for truth and aesthetic sensitivityobservation
Can do some independent thinking and is quite observant with reflexes of occasional appreciation
Can attempt to answer simple questions based on reasoning and observation
Has difficulty in reasoning and observing Can attempt to answer simple questions
Needs prompting to answer simple questions
Act
ivit
y
Pro
ject
Very innovative Collects information is able to present the work neatly does reference work
Work is informative and neat most of the time
Work is informative and more or less neat tends to take support and help
Presentation needs improvement less informative
Work is untidy and files not well kept and work is least informative
Gro
up
D
iscu
ssio
n
Listens to others point of view and is able to add to them Makes interesting observations has a good organization of thoughts
Listens to others View point and hesitates to answer
Listens passively and offers no views hesitates to answer needs occasional help to give views
Has some difficulty in comprehending instructions has to be prodded to give answers
Has difficulty in paying attention and following instructions needs simplification most of the time
SCIENCE C
on
cep
t Excellent ability to understand grasp recall define and reason Understands and differentiates textual material with great case Is able to apply relevant knowledge and tabulate facts well Reads and comprehends text diagram and web chart quickly
Good ability to understand grasp recall define and reasons Understands the textual material with ease Is able to apply relevant knowledge Reads and comprehends text diagram and web chart
Can understand and recall the textual material Is able to apply relevant knowledge and tabulate facts can read and comprehend diagrams and web charts
Can understand grasp recall define and reason Understands the textual material and with help from the teacher Is able to tabulate facts well Reads and comprehends text diagram and web chart with difficulty
Needs continuous guidance in understanding Finds difficulty in reading and comprehending text
Act
ivit
y
Pro
ject
Voluntarily participates in all the activities and enjoys experiments Highly appreciable creative and original in presentation Is explorative innovative and infers a result after experimenting does extensive reference work
Participates in most of the activities and Performs experiments with interest Excellent creative project presentation Is explorative and innovative in experimenting does reference work
Participates in some of the activities and performs some experiments Good project presentation with little creativity Is explorative in experimenting sometimes does reference work
Participates in very few activities and rarely performs any experiments Satisfactory project presentation not very creative Rarely read any reference books
Needs a lot of encouragement to participate in activities or perform experiments Project presentation is not creative and systematic Not interested in extra reading
Sci
en
tifi
c S
kil
ls
Has a very keen observation inquisitive approach likes to experiment in a systematic way and draws accurate diagrams and records information correctly carefully and systematically Is able to analyze draw inference and apply information
Has a keen observation is inquisitive does systematic work and draw neat diagrams records information correctly carefully and systematically Is able to analyze draw inference and apply information
Sometimes inquires about concepts usually does experimentation in a systematic way and draws diagrams correctly Records information Is able to draw inference and apply information with some difficulty
Rarely inquisitive Does experimentation when told not very systematic work and untidy diagrams Is not able to draw inference and apply information
Not interested in experimentation recording or drawing inference Not very tidy and organized in his work Generally disinterested
Gro
up
Dis
cuss
ion
Actively participates and usually leads all group discussions Very often makes interesting observations and adds to the points given Can analyze points critically and generate new ideas
Actively participates Good relations with other members Often makes interesting observations can analyze some points critically
Participates sometimes Satisfactory relations with other members Sometimes makes interesting observations Can analyze few points
Hesitant to participate in-group discussions Poor relations with other members Rarely makes observations Unable to analyze points
A passive participant Never makes observations unable to analyze points
COMPUTER EDUCATION
Sk
ills
Very confident in using graphic skills word processing skills and operating skills
Skilled in operating and word processing skills
Shows excellent eye hand coordination in operating skills
Uses computer to enhance his knowledge on various topics taught in class Uses computer as a tool
Needs help from the buddy to complete his assignments
Ap
titu
de
Excellent in selecting and using different colours creating pictures and identifying different features of multimedia in work presentations
Shows special aptitude in using tools to create shapes and lines
Works with confidence and handles mouse with competence
Is able to combine text and graphics with help from teacher
Takes time to locate keys on the keyboard
GAMES
En
thu
sia
sm Plays with full
intrinsic Motivation
Plays with full intrinsic motivation most of the time
Plays with zeal but of his choice games
Plays but only when commanded
Always gives excuses
Dis
cip
lin
e
Obeys all class discipline voluntarily and plays by following all rules of the game
Obeys all class discipline voluntarily most of the time and plays by following all rules of the games
Obeys class discipline on command and follows rules only suited to his advantage
Obeys due to fear of punishment Follows rules on command with displeasure
Lacks discipline
Te
am
sp
irit
Has team spirit and plays for winning
Has team spirit and plays for winning most of the time
Puts his effort individually
Shows team harmony on and off
Not a team player
Tal
ent
Str
en
gth
a
nd
sta
min
a
spee
d)
Outstanding development of skills and displays high performance
Excellent development of skills and displays high performance most of the time
Very good skill development but performs occasionally
Average skill development
Slow skill development`
MUSIC
Inte
rest
Always very keen to learn and follow given instructions
Very keen to learn and follow instructions most of the time
Needs little drive to learn and start
Sometime shows interest
Does not show much interest
Rh
yth
m Child has a good
sense of rhythm and keeps pace with the beat
Child has a good sense of rhythm and sometimes falters in keeping pace with the beat
Sometimes loses pace with the beat
Sometimes goes off the beat and cannot make it up
Does not have the sense of rhythm
Me
lod
y Child has a good
sense of tune Child has a good sense of tune and goes off key Occasionally
Child goes off key sometimes can come back in tune
Child has the sense of time but goes off key in higher octave
Child does not have much sense of music
PERSONALITY DEVELOPMENT
Co
urt
eo
usn
ess
Very careful about wishing saying sorry thank you and excuse me Always stands up to give respect Always speaks politely and uses good vocabulary never interrupts in between
Wishes others most of the time says sorry thank you and excuse me stands up to give respect speaks politely never interrupts in between
Many times wish others (says sorry thank you and excuse me) Some times interrupts in between speaks politely may times
Sometimes avoids to wish (says sorry thank you and excuse me) Some times speaks politely interrupts in between
Avoids wishing (say sorry thank you and excuse me) Aggressive and impolite
Co
nfi
de
nce
Always very confident in carrying out various activities
Very confident in carrying out various activities most of the time
Confident in carrying out most of the activities
Quite confident but needs to come up with hisher ideas
Needs to develop confidence
Ca
re o
f B
elo
ng
ing
s Always respects the belongings and takes care
Takes care of self as well as others property most of the time
Most of the times takes care of belongings
Takes care but does not bother about others
Careless about self as well as others property
Ne
atn
ess
Always wears proper and neat uniform Very careful about personal hygiene
Wears proper and neat uniform Sometime nailshairteeth not clean
Wears proper and neat uniform most of the time
Most of the times in improper uniform often not careful about hygiene
Often untidily dressed
Re
gu
lari
ty a
nd
p
un
ctu
ali
ty
Very particular about being regular and punctual to school classroom Always regular in doing and submitting assignments and projects
Often particular about being regular and punctual to schoolclassroom often regular in doing and submitting assignments and projects
Sometimes particular about being regular and punctual Sometimes late in submitting assignments
Sometimes irregular and not punctual to schoolclassroom Sometimes late in submitting assignments and projects
Irregular and sometimes late to schoolclassroom Rarely submits assignments and projects in time
Init
iati
ve
Always tries to do things independently Always ready to participate in oral discussionsextra curricular activities
Most of the times tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Often tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Sometimes tries to do things independently Sometimes ready to participate in oral discussionsextra curricular activities
Never does things independently a voids participating in oral discussionsextra curricular activities
Sp
irit
of
serv
ice
Always volunteers to participate in all activities for a social cause Always ready to help others
Volunteers to participate in activities for a social cause most of the time Often ready to help others
Often volunteers to participate in activities for a social cause Often helps others
Sometimes volunteers to participate in activities for a social cause Sometimes helps others
Rarely participates in activities for a social cause Never bothers to help others
Re
spe
ct o
the
rs
pro
pe
rty
Always follows rules and regulations Takes good care of property and consciously makes efforts to keep the environment clean
Most of the time follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Often follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Sometimes follows rules and regulations Does bother about others property Sometimes litters hisher surroundings
Does not follow rules and regulations Is not sensitive about others property Often litters hisher surroundings
Se
lf c
on
tro
l
Well disciplined in the classroom corridors staircase Never misbehaves or fights in the playgroundbreak Emotionally a balanced child
Disciplined in the classroomcorridorsstair case most of the time Never misbehaves or fights in the playgroundbreak
Disciplined in the classroomcorridors staircase most of the time Occasionally misbehaves or fights in the playground break
Disciplined in the classroom but not in corridors staircase Often misbehaves or fightsbullies in the play groundbreak
Indiscipline in the classroomcorridorsstaircase Mostly misbehaves fights bullies in the playgroundbreak
ART amp CRAFT
Inte
rest
Shows great enjoyment and aptitude for drawing and painting - recognizes the value of art
Shows great enjoyment and aptitude for drawing and painting ndash recognizes the value of art most of the time
Enjoys drawing and painting Shows imagination some time
Prefers to be guided than using his own imagination
Prefers to reproduce what is seen Needs repeated instruction
Cre
ati
vit
y
Has original drawing and innovativeness in the work Shows more feeling and expressions in hisher work
Has original drawing and innovativeness in the work shows more feeling and expressions in hisher work most of the time
Good at reproducing Shows feelings and emotions
Can communicate the ideas in terms of effect and appeal
Lacks creativity and looks for ideas and instructions from the teachers
Sk
ill
Excellent development of skills and high performance
Excellent development of skills and high performance most of the time
Skills development is good but performs occasionally
Very slow skill development
No skills
Learning Indicators (Source NCERT CCE Manual)
ENGLISH
At the end of class III learners will be able to do the following (Learning outcomes) Talk about themselves members of the family and the people in their surroundings Follow simple instructions requests and questions and use formulaic expressions
appropriately Enjoy doing tasks (including singing a rhyme or identifying a person object or thing)
in English Recognize whole words or chunks of language Recognize small and capital forms of
English alphabet both in context and in isolation Read simple wordsshort sentences with the help of pictures and understand them
Write simple wordsphrasesshort sentences Listening Curricular Expectations Understand simple English language spoken in their immediate environment Enthusiasm to listen to English with understanding Appreciate non-verbal clues and respond through speaking body language
Pedagogic Processes Clear lip movement for children with hearing impairment to lip read
Familiarizing children with day to day spoken English (small sentences and phrases) in class assembly playground etc with peersgroups
Creating learning situations for using greetings and polite forms of expression Using formulaic expressions such as lsquoSit in a circlersquo and helping children become familiar with these expressions and use them
Familiarizing children with the sound system of English through chunks of language such as ldquoan applerdquo and connecting it with visualsrealia
Giving oral instructions for gamesactivities in simple English Introducing content and devising tasks that encourage children to draw on diverse
experiences and make connections with what is worthwhile and important to them Encouraging children to watch English cartoons (Listening and speaking are
developing in conjunction) and speak about it Providing input via audio-videoreading out from material and generating interest
through pair and group workrole-play Facilitating pairgroup work where children share their experiences
Providing learning situations such as role play to listen and communicate messages Using picture clips photos singing storytelling effective questions music etc
Narrating variety of stories from the textbook and beyond helping children to talk about the main idea Using a number of facial expressions dramatizing and picturising stories
Asking questions based on the texts using mother tongue and scaffolding wherever necessary using role play
Reading aloud action songspoems encouraging children to sing collectively (Listening and speaking are connected) using gestures
Giving dictation of a few simple sentences to enable children to listen and write (Listening is linked with speakingwriting)
Playing music (non-verbal) and encouraging children to express themselves through speech action dance drama photographs film clips puppets comics displays and singing
Drawing attention to onomatopoeic sounds such as a tap-tap buzz grrr etc
Learning Indicators (Progression) Listening Responds to English words and sentences used in classschool in home
languageEnglish eg mode of transportation post office other sources etc and reads the poem aloud and
enact etc Responds to simple greetings and polite forms of expression in Englishhome
languagefacial expressionbody language eg Please work with your friend etc Let us tidy the place (simple 6-8 sentences)
Follows rules of gamesactivities eg Today we will play lsquorelay racersquo Do you know how is it played Irsquoll tell you the rules and wersquoll play
Engages with English cartoons childrenrsquos filmsvisuals eg Describe what you saw in the film and other related questions etc
Shows interest in listening to experiences of her peers and others in English and home language eg All the students had gone for a picnic and are now sharing their experiences
Attends to oral messagestelephonic communications and communicates them in English home language eg Receives messages and conveys Listens to new words and pointsindicates objects and persons eg Listening a story and understanding the meaning of words in context
Understands the story and tells the main action in it (Listening amp Speaking in conjunction) in home languageEnglishsign language
Shows enthusiasm to listen to English poems songs jokes eg Birds sing phone rings Responds to questions asked on textual material narrated stories in English home language eg Do you enjoy train rides
Takes dictation of chunks of words eg describing the classroom Draws with interest after listening to the input eg Follows steps and does the task and
also listens and writes wordssentence with understanding such as let us make an envelope
Enjoys rhyme and rhythm of poems and sings aloud eg I found a shell a curly one Lying on the sand Appreciates music and expresses in actionspeech Listens and co-relates various onomatopoeic sounds talks about them eg Tak tak is anybody there
Speaking Curricular Expectations Able to speak English along with home languageAble to ask questions Able to recite poems say dialogues phrases from stories plays etc Pedagogic Processes Encouraging lip reading to understand words even without sound Creating learning situations to introduce themselves to a new studentanother
teacher a visitorprincipal Familiarizing children with new vocabulary as per their context and making them
speak Using pictures objects realia models and wall displays at eye level large prints and signs Providing input encouraging for participation in class morning assembly programmes Providing situations picturesimagesartifacts to help children speak about them in pairgroups Creating learning situations via-drama storytelling group work role-playmock-
telephonic conversationsconversations between and among family members connecting it with the characters from lessons
Creating learning situations to speak about hobbies games food etc Giving a prompt to help children speak ldquoYou know I read a story which goes like thisrdquo
ldquoOnce my brother played a prank on me rdquo Based on the reading of the text children are encouraged to speak eg comprehension
connecting to previous knowledge
Varying the input as per the special needs of the child with hearing impairment Connecting learning to the real world and encouraging them to ask questions such as
Why canrsquot we play now Encouraging children to imagine and speak about characters and situations using
prompts or pictures to help children create stories Encouraging children to raise queries amp ask questions through various modalities like
visual auditory and kinesthetic Providing poems (from textbooks and other sources chosen by the teacher children
from childrenrsquos magazines childrenrsquos section in newspapers) All the bells are ringing there 10 Providing storiesplays (from textbooks and
beyond the textbook) Learning Indicators (Progression) Speaking Uses simple sentences to introduce herself in English home languagesign language
eg I am Jagat I study in class III I like ice cream and orange juice Speaks as per context eg Given a context from the text or real world gives appropriate
words Participates in different events such as role play poetry recitation drama organized
in school from time to time Speaks about situationspicturesimages in English and home language
Engages in conversation in English and home language with friends teachers and family using simple sentences and Responses eg The kite is flying The aero plane also flies
Narrates her personal experiences anecdotes stories she has read or heard in Englishhome languagesign language eg My pup is very sweet
Makes requests uses greetings and polite forms of expression Expresses her likes and dislikes eg I like to jump and skip Responds especially to the textual questions being asked in both English class and in
other subject classes in Englishhome language Narrates stories (imaginarydreamsactual situations etc) Asks questions about
things around her Asks questions based on the textbeyond the text out of curiositywhile engaging in conversation
Recites rhymes poems songs in groups and individually and through acting out Says phrasesdialogues from storiesplays Retells main idea of the storyplay
Reading They recognize some words in English and make some attempts to read unknown words using initial sounds They mostly rely on illustrations and teacher support to establish meaning in a text and may not understand everything that they read While they continue to use early decoding skills they are not yet able to predict from language context alone because of their yet developing English proficiency Gradually they can follow and read short simple texts along with the teacher and in class as shared reading activities
Curricular Expectations Understand the main idea locate details in the text (seen and unseen) Able to ask questions Understands the form and functions of grammar in context
Pedagogic Processes Providing visualspointing to illustrations in texts to encourage children to read
Familiarizes children with both small and capital letters of the alphabet Facilitating comprehension through various textsmovementactions Facilitating children to locate details sequence of ideas and eventsidentifying main
idea through various types of comprehension questions Facilitating children to relate ideas of the text with personal experience through
questions and interaction Introducing stories to facilitate comprehension Listening to poems showing
understanding through tone volume and action Introducing different kinds of texts such as descriptions stories folktales and poems
Providing beyond the text materials such as advertisements notices etc Facilitating reading of childrenrsquos magazines and childrenrsquos section of newspapers and
enriching the reading habits through exposure to school library reading corner Introducing titles of books movies etc Encouraging children to raise questions based
on their reading Drawing attention towards use of grammar in context and explaining it such as nouns
adjectives etc eg red rose Drawing attention to the use of punctuation through a variety of texts such as use of
capital and small case comma full stop Learning Indicators (Progression) Reading Reads small texts with comprehension Identifies locates main idea details and the
sequence of ideas and events and draws conclusions based on reading Relates ideas with her personal experiences eg After reading a story on travel is able
to connect with her experience of travelling in a bus train etc Reads and relates texts of home language Recognises themes such as triumph of good over evil Engages with different kinds of texts descriptions stories folktales and poems eg
She narrates the story that also deals with similar issues and connects with her life Connects with real life including home languagesign language
Engages in reading beyond the text materials and enjoys reading Infers the meaning of unfamiliar words by reading them in context
Reads titles of books movies captions Asks questions based on the reading or out of curiosity
Uses simple grammar in sentences eg Jamala is a good student Uses appropriate punctuation eg Jatin is my friend
Writing They develop the ability to use some basic conventions of writing in English They write texts using sentence structures based on oral structures and very simple repetitive texts By the end of class III they are beginning to write their own very short simple texts They write with less need for teacher transcription Their attempts at spelling depend on sounds Children begin with one word to phrases to sentences across class levels
Curricular Expectations Able to write short simple texts Pedagogic Processes Facilitating children to form letters and spacing properly Familiarising children with words from the text and immediate surroundings Drawing attention to the use of capital letters and punctuation marks such as full stop
comma question mark etc Giving dictation of sentencesshort paragraphs (listening and writing are developed in conjunction)
Providing texts (seen amp unseen) and encouraging writing answers to comprehension questions Providing verbalvisual clues to develop words sentence paragraphs Encouraging children to write on self family pets and home etc (Giving extra time
for children writing in Braille) Providing examples of writing through a variety of examples Providing examples of wordsphrases (linkers) to indicate sequence such as lsquoandrsquo butrsquo etc Providing examples of written texts to familiarize with grammar in context Familiarizing children with rhyming words creating rhythm through a poem Providing a variety of contexts such as going for a picnic a fair etc and helping them
develop new vocabulary Learning Indicators (Progression) Writing Draws enthusiastically according to the context and writes a little name etc Uses proper spacing between letters words and sentences Writes familiar words phrases simple sentences in Braille or print Uses capital letters and punctuation marks eg Finally I dressed up and went to school Takes dictation of chunks of words eg items needed for class library Writes answers for textual questions after comprehension (Writing is linked to
reading) Writes wordssentence paragraphs with the help of verbalvisual clues eg Pictures of
flowers fruits animals etc and writes Writes descriptions narratives 5-6 simple sentences on personal experiences Describing any event place object eg Look at the fish tank and write three sentences what you see
Uses appropriate punctuation forms in a variety of written texts Writes rhyming words eg Day-bay mouse house etc Makes lists for various purposes eg Prepare a list for class picnic mat water bottle tiffin towel bag etc Contributes for the school magazine (drawing with caption etc)
Concern for Immediate Environment Curricular Expectations
Develop concern for immediate environment (both physical and social) through observation which leads to development of language skills in an integrated manner Pedagogic Processes
Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and providing related vocabulary
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
Syllabus Distribution of English (Class III)
Month Grow with Words Grammar Workbook
April L-1 Helping Hand
L-2 Tin-Tin The Robot
Unit-1 Nouns Again Unit-2 Abstract Noun
Ch-1 Poem Ch-2 Fun With Words Ch-3 Punctuation
May L-3 Poem ndash Boats Sail
on the Rivers
Unit-3 Material Nouns Unit-4 Subject and Verb go together
Ch-4 Nouns Ch-5 Name Them Ch-6 Fun Activity
July
L-4 A Night of Mystery
L-5 Little Daddy
Unit-5 Reflexive Pronouns Unit -6 Pronoun or Adjective
Ch-7 Nouns ndash Numbers
Ch-8 Nouns ndash Gender
August L-6 Poem Watching
Clouds
Unit- 7 Adjective Again Unit -8 Tenses
Ch-9 Pronouns Ch-10 Adjectives
September
L-7 From Granny With
Love
Unit-9 Adverbs Ch-11 Comparison of Adjectives
Ch-12 Prefixes and Suffixes
Ch-13 Fun Time
October
L-8 Rath Yatra in Puri Unit-10 Articles Ch-14 Verbs Ch-15 Tenses Ch-16 Editing and
Omitting Ch-17 Subject-Verb Agreement
November
L-9 Poem ndash A Marry
Dance
Unit -11 Prepositions
Unit-12 Conjunctions
Ch-18 Articles
Ch-19 Prepositions
Ch-20 Conjunctions
December
L-10 A Butterfly Unit-13 Sentences Ch-21 Homophones
Ch-22 Fun Time
Ch-23 Framing Questions
January
L-11 The Woodcutter of
Gura
Unit-14 Similies Ch-24 Vocabulary
Ch-25 Fun Time
Ch-26 Compound
Words
February L-12 Jamie and His
Worm
Unit-15 Proverbs Ch-27 to Ch-35
Assessment FA Tasks Composition AudioVideo
Activity
FA ndash 1 (April ndash
May)
1 Paragraph Writing (I want my Robot tohellip)
2 Poem Completion (Saturday Work)
3 Picture description 4 Homework and Classwork
Picture Description Paragraph Writing Poem Completion Letter Writing
Video of
lsquoRobotrsquo
Video of lsquoNGOrsquo
FAndash2 (July ndash
August)
1 MCQ based on Grammar 2 Narrative Writing (A Scary
Night) 3 Poetry Recitation 4 Homework and Classwork
Narrative Writing Poem Completion Paragraph Writing Making a Picture of Sky
Movie lsquoHome
Alonersquo
Video of lsquoRainy
Seasonrsquo
SA-1
(September)
Course book L-1 to 6
Grammar Unit-1 to 8
Workbook Ch-1 to 9
Picture Description and
Paragraph Writing
Comprehension passage
Paragraph Writing Video of lsquoPurirsquo
FA ndash 3(Oct-
Nov)
1 Letter Writing (Informal) 2 Poster Making(Limerick) 3 Poetry Recitation 4 Homework and
Classwork
Letter Writing
Story Writing
Images of Puri
Video of
lsquoSnowfall in
Kashmirrsquo
FA-4 (Dec-Feb)
1 Paragraph Writing (If I were a Bird)
2 Project on lsquoBirdsrsquo 3 MCQ based on Grammar
(Conjunctions) 4 Homework and
Classwork
Speech on lsquoif I become
a Sports Captainhellip
Invitation Writing
Preparing for Speech
Video of
lsquoLifecycle of
butterflyrsquo
Video of
lsquoWoodcutterrsquo
SA-2 (March)
Course book L-7 to 12 Grammar Unit 1 to 15 Workbook Ch-1 to 35 Comprehension passage Letter Writing and Story Writing
Collecting information
on lsquoBirdsrsquo
Letter Writing
Video of
Different
Worms
हहॊदी ऩाठमकरभ विबाजन का ndash 3 भास अभत
हहॊदी ऩाठभारा
वमाकयण सोऩान
हहॊदी वमाकण अभमास ऩसततका
दशमशरवम
साभगरी ऩततकीम यचनातभक गततविधधमाॉ
यचनातभक गततविधधमाॉ
एप ए -1अपरर स भई
अपरर
ऩाठ ndash 1 हभको ऻान दो
ऩाठ ndash2
वह सयज था
ऩाठ ndash 1
हहॊदी वणण ऩाठ ndash 2 नाभ
अऩहठत गदमाॊश
ऩषठ 100 व101
ऩाठ ndash 1 सॊमकत वमॊजन
ऩाठ ndash 2 सॊऻा
वीडडमो वमाकयण
ऩाठ ndash2
1 वनम ऩशओॊ क चितर चिऩकाना ऩाठ ndash 2
2 वणो को करभ स जोडकय तततरी फनाना
वमाकयण ऩाठ ndash1
3 अख़फाय स भखम सभािाय क शबदो को काटकय वणणभारा करभ भ चिऩकाना
वमाकयण ऩाठ ndash1
4 परससदध वमसकतमो वततओॊ व तथानो क चितर स एलफभ फनाना
वमाकयण ऩाठ ndash2
1कववता
2नाटमभॊिन
3फहववकलऩीम
परशन वमाकयण
4का
कामण व गह कामण
भई
ऩाठ ndash3 यॊगा ससमाय
ऩाठndash3 ऩहिान
ऩाठ ndash 4 एकndashअनक
अऩहठत गदमाॊश
ऩषठ-102
अनचछद ndash भया ववदमारम ऩषठ-82
ऩाठ ndash 3 सवणनाभ
ऩाठ ndash 4
ववशषण
वीडडमो ऩाठ ndash3 वीडडमो वमाकयण
ऩाठ ndash4
5 चितरकथा को नाटक भ फदरकय असबनम कयवाना ऩाठ -3
6 अऩन आसऩास व का स सॊफॊचधत ततरीसरॊग व ऩसलरॊग शबद अरग कयक सरखो वमाकयण ऩाठ ndash3
एप ए -2 जराई स अगतत जराई ऩाठ ndash4
गोयमा औय कौआ
ऩाठ ndash5 तीन सहरी भछसरमाॉ ऩाठ ndash6
सनो घय
की फात
ऩाठ ndash7
ववदमारम
ऩाठ ndash5
नाभ की जगह
ऩाठ ndash6
कौन ndash कसा
ऩाठ ndash7
काभ
ऩतर-1 ऩषठ 88
अनचछद ndashभया ववदमारम
ऩाठ ndash5 करकरमा
ऩाठ ndash6
सरॊग
वीडडमो ऩाठndash 5
1 ततनको स चिडिमा का घोसरा फनाना
ऩाठ ndash 4
2यॊगीन कागज़ स ndashभछरी का कोराज फनाना ऩाठ ndash 5
3अनचछद ndashभया ववदमारम
4 ऩॊितनतर की कहानी 5 ऩतर ndashऩतरतरकाओॊ स करकरमा सॊफॊधी चितर एकतर कयक एलफभ भ रगाना वमाकयण ऩाठ ndash7
1यिनातभक
करकरमाकराऩ
ऩाठ ndash5
2सरखखत ऩयीा
अगतत ऩाठ ndash8 हभाय ऩजाघय
अनचछद-
ऩजाघय
ऩाठ ndash9
भातटय जी की करास
ऩाठ ndash10
हभाय भागणदशणक
ऩाठ ndash8
फात औय फात ऩाठ ndash9 ववयाभ चिहन
अऩहठत गदमाॊश
ऩषठ-103
अनचछद-जफ भय घय भ ऩानी
नहीॊ आता ऩषठ-83
ऩाठ ndash7
विन
वीडडमो ऩाठ-9
1नाटम भॊिन ऩाठ ndash9
2धासभणक तथरो क चितर चिऩकाना ऩाठ ndash 8
3ऩाठ भ आए भहाऩरषो स सॊफॊचधत एक-एक नततक भलम सरखना ऩाठ ndash10
4ववसबनन ऩजाघयो स सॊफॊचधत वीडडमो ऩाठ ndash 8
5 जातक कथाएॉ
वीडडमो
3शरवण कौशर
4 का
कामण व गह कामण
एसए ndash 1 ससतॊफय
एप ए -3 अकतफय स निॊफय अकतफय ऩाठndash13
याषरीम धवज
ऩाठndash14
याजदर परसाद
ऩाठ ndash12
एक जस शबद
ऩाठ -13 शबद एकअथण कहानी-रखन
ऩषठ-92
ऩाठ ndash10
शदध ndashअशदध शबद
ऩाठ -11
अनक शबदो क सरए एक शबद
1यॊगीन कागज़ व सीॊक दवाया झॊडा ऩाठ-13
फनाना
2 कछ चितर एकतर कयक एलफभ भ चिऩकाकय उनक ऩमाणमवािी शबद सरखना
वमाकयण ऩाठ -12
3 ऩाठ भ आए अनकाथी शबदो को सॊदय अयो भ अरफभ भ सरखना वमाकयण ऩाठ -13
1यिनातभक कामण
2 अनचछद रखन
ससतॊफय ऩाठ ndash11
आिामण िाणकम
ऩाठ ndash12
गसरतताॉ हभाया
ऩाठ ndash10 भहावय
ऩाठ ndash11
ववरोभ शबद
ऩतर -2
ऩषठ-89
ऩाठ ndash8
ववरोभ शबद
ऩाठ ndash9
ऩमाणमवािी शबद
वीडडमो ऩाठ ndash11
1चितरकथा रखन ऩाठ-11
2परो की ऩसततमो दवाया चितर फनाना ऩाठ12
31 स 50 तक हहॊदी चगनती एलफभ भ सरखना
वमाकयण ऩाठ -10
4 भहावयो का परमोग कयत हए कहानी सरखना
वमाकयण ऩाठ -10
ववरोभ शबदो क चितर एलफभ भ रगाना
वमाकयण ऩाठ ndash 11
अभत हहॊदी ऩाठभारा
ऩाठ 1 स 11
वमाकयण सोऩान
ऩाठ 1 स 6
अभमास ऩसततका ऩाठ 1 स 7
ऩतर व अनचछद रखन
नवॊफय
हदसॊफय
ऩाठ ndash15
भाॉ धयती ऩाठ ndash16
हभायी दतनमा
ऩाठ ndash17
हहॊदी चगनती ऩाठ ndash18
अॊतरय
ऩाठ ndash19
ईदगाह
ऩाठ ndash20
तनमभ
ऩाठ-14 अनक
शबदो क सरए
एक शबद
ऩाठ-15 सभह क सरए एक शबद
कहानी-रखन
ऩषठ-94 अनचछद ndashऐस भनाई
तरफना ऩटाखो क दीवारी ऩषठ-90
ऩाठ-16 चगनती ऩाठ-17हदन भहीन
अऩहठत गदमाॊश
ऩषठ-104
ऩतर-रखन ऩषठ89
ऩाठ -12
तकफॊदी ऩाठ -13 हदशा
ऩाठ ndash14
सजनातभक
कामण
ऩाठ ndash15 व 16
अऩहठत गदमाॊश
1सौय ऩरयवाय का चितर फनाना ऩाठ ndash16
2ऐस कछ रोगो क
चितर िऩकाना जो हभायी सहामता कयत ह-
वमाकयण ऩाठ -14
1 1स 50 तक हहॊदी चगनती एलफभ भ सरखना वमाकयण
ऩाठ -10
2 कहानी सनाना
3कववता ऩाठ
4 का कामण व गह कामण
एप ए -4 जनियी स पयियी
एसए ndash 2 भाचच भािण अभत हहॊदी ऩाठभारा ऩाठ 12 स 22 तक
वमाकयण सोऩान ऩाठ 2 5 6 व 7 स 12 तक
ऩतर व कहानी रखन
अभमास ऩसततका ऩाठ 8 स 19
जनवयी
पयवयी
ऩाठ ndash21
सतमवादी याजा हरयशिॊदर
ऩाठ -22
टरीववजन का जादगय
ऩाठ-18 ऩश-ऩकषमो कीफोसरमाॉ ऩाठ-19 चितर -वणणन अनचछद ndashजफ भयी ऩततक खो गई थी
ऩषठ 83
कहानी-रखन
ऩषठ-95
ऩाठ-20 सॊवाद-रखन
अनचछद ndash भयी भाॉऩषठ-82
ऩतर रखन ऩषठ90
कहानी-रखन ऩषठ-95
ऩाठ ndash17 याषरीम ऩवण
ऩाठ18
कववता रखन
ऩाठ ndash19
चगनती
1नाटम भॊिन
ऩाठ ndash 21
2आववषकायको
क नाभ
ऩाठ ndash 22
1नाटम भॊिन
2फहववकलऩीम परशन वमाकयण
3 का
कामण व गह कामण
4 का
कामण व गह कामण
Syllabus Distribution of Maths (Class III)
Month Course Book Work
sheet
Assess
ment
FA Tasks
April Ch-1 Numbers and Numeration
Revision Number Name up to Thousands Place Value Expansion of Numbers Comparison of Numbers Successor and Predecessor Skip Counting Ch-2 Roman Numerals
Basic Symbols Reading and Writing Roman Numerals
Pg No 1
to 10 and
15 to 17
FA1
(April-
May)
1 MCQ (Ch-12)
2 Number Games
May Ch-3 Addition
Addition of 23 and 4-digit number with
carry and without carry
Facts about addition Solve and Frame the Word Problem Estimation Mental Arithmetic
Pg No 18
to 23
3 Forming
Roman
Numerals
using
Matchsticks
4Homework
and
Classwork
July Ch-4 Subtraction
Subtraction of 23 and 4-digit number with borrowing and without borrowing
Facts about Subtraction Solve and Frame Word Problem Estimation Mental Arithmetic Ch-5 Multiplication
Multiplication by 1 and 2-digit Number Properties of Multiplication Word Problems related to Multiplication
Pg No 24
to 43
FA-2
(July-
August)
1 Activity based on Subtraction using Geometrical Shapes
2 Activity based on Multiplication using Flash cards
August Ch-6 Division
Facts about division Relation between Multiplication and
Division Long Division Method with Remainder
and without Remainder Number Stories
Pg No 44
to 54
3 Activity on Division (Rajma and Ice tray)
4 Homework and Classwork
Month Course Book Workshe
et
Assess
ment
FA Tasks
September Ch-8 Geometrical Shapes Plane Shapes Solid Shapes Tangram Perimeter Circle Symmetry
Pg No 75 to 87
SA-1 (Sept-
ember)
Ch-1 to 6
October Ch-7 Fractions Like and Unlike Fractions Equivalent Fractions Comparison of Fractions Ascending and Descending Order Addition and Subtraction
Pg No 55 to 59 73 and 74
FA-3 (Oct- Nov)
1 Pen- Paper test (Ch-7 8) 2 Activity based on Fractions by showing shaded and un shaded parts
November Ch-10 Money Conversion of Money Addition and Subtraction Multiplication and Division Make Rate Charts and Bills
Pg No 66 and 67 88
to 91
3 Activity on Geometrical Shapes through paper cutting and folding 4 Homework and Classwork
December Ch-11 Time Reading Clock Time Conversion Calendar Ch-12 Pictorial Representation of Data Read and Draw Pictograph
Pg No 60 to 65
FAndash 4 (Jan- Feb)
1 Oral Test (Time) 2 Activity based on Money through artificial notes and coins
January Ch-9 Measurement(Length) Conversion Addition Subtraction
Multiplication and Division of Metric Units
Estimation
Pg No 68 to 72
3 Activity based on Time through their daily routine
February Ch-9 Measurement
(Weight and Volume)
Conversion Addition Subtraction
Multiplication and Division of the problems related to weight and capacity
Number stories
Pg No
11 to 14
4 Homework and Classwork
March Revision of Syllabus for SA- 2 SA - 2 Ch- 7 to 12
Syllabus Distribution of of EVS (Class III)
Month Course Book (My Vibrant
Planet)
Key Concept AV Experien
ce
Assess-ment
FA Tasks
April Ch-1 Our Sun and Solar System
Ch-2 Early Man
Parts of Sun Cardinal directions solar system Phases of Moon Important Discoveries by early men
Videos on
Solar System
Discovery of fire and wheel
Rotation Revolution
FA ndash 1
(April - May)
1 Pen-Paper Test Including MCQ Based on Solar System and Early Man
2 Diagram of Solar System and Different Tools used by early men
3 Creative Writing on
topic ldquoWaterrdquo
4 HW And CW
May Ch-3 Introduction to water
Forms and properties of water
Video on Uses and Forms of water
Properties of Water
July Ch-4 Uses of Water
Ch-5 Water Conservation
Ch-6 Major Cities Near Seas
Uses of water water conservation water cycle
Video on
Water cycle
FA ndash 2
(July - August)
1 Project on 3 Rrsquos
2 Group Discussion on Water Conservation
3 Pen-Paper Test on Topic Uses Source and Conservation of Water
4 HW And CW August Ch-7 The
Earth
Ch- 8 Our Environment
Parts of Earth Physical Features of India
Global Warming Pollution
Video on Types of pollution
Physical features of India
September Ch-9 Living
Things
Living Things
Characteristic
s of Living
Things
Video on
Character
-istics of
Living
Things
SA - 1 Ch- 1 To 5 7 And 8
Month
Course Book (My
Vibrant Planet)
Key Concept AV
Experience
Assess-
ment FA Tasks
October Ch-10 Plants Ch-11 Animals and Birds
Plants Parts and types of plants germination plants as sources of food different ways of cooking animals and birds shelter parts of body types of feathers and beak
Video on Germination Skeleton
FA ndash 3 (Oct ndash Nov)
1 Pen Paper Test Including MCQ Based On Properties and Uses of Air Types of Plants and Animals and Birds Classification
2 Diagram of beaks claws and germination of seed
3 Role Play on lsquoOur Bodyrsquo
4 HW and CW
November Ch-12 Our Body Ch-13 Air Around Us
Our Body Five senses external and internal organs of body skeleton And muscles atmosphere pollution
Video on External and Internal Body Organs with Function and Air Pollution
December Ch- 14 Means of transport and communication
Types of Transport and Communication
Video on Types of Transport and Communication
January Ch-15 Festivals of India Ch- 16 Dresses of India
National Harvest and Religious Festivals Seasons
Video on Types of Festivals
FA ndash 4 (Jan - Feb)
1 Pen paper Test Including MCQ on Dresses and Festivals 2 Radio Show on lsquoCelebrityrsquo 3 Project on Means of transport and communication 4 HW and CW
February Ch-17
celebrity
Life History of
Saina Nehwal
Video on
Celebrity
March Quick
Revision
SA - 2 Ch - 10 to 16
Syllabus Distribution of of GK (Class III)
Month Topics PgNo Activities April Animal Mates
Resources of Life Neighbourhood Services Amazing Machines Leaders of Change Spot the Difference Rainwater Harvesting Generating Electricity Rebus Voyage Through Oceans
6 7 17 18 25 26 34 35 46 47
1 Name some more male and female species of some other animals which are not given in book 2 Find some other neighbourhood services with the services they provide
May Our Animal Friend Kitchen Secrets Modes of Transport Shapes And Pattern Bird Watching
8 9 19 27 36-37
1 Mark the oceans and continents on map of the world
2 Name some animals (other than book) and the products we get from them
July Components of Food Marvels of the World Story Of Paper A Trip to Planetarium Substances Matters Amazing Plants
10 20 28 38 48 56-57
1 Make a list of new seven wonders with pictures
2 Collect information on any one of the aquatic plants
August Places of Interest Festivals of the World Odd One Out Water Cycle Sharpen Your Mind
11 21 29 39 49
1 Make a list of some places (other than book) of your interest with reason
2 Collect information on any one of the festival which is not mentioned in book
3 Pen paper test Pg no 6171920343539475657
September Exploring the Earth Amazing Facts
58 59
October Wetland
On the Floor
12-13
22
1 Make a list along with the pictures of various other dance forms of other countries
November Cycle of Seasons
World of Athletics Enjoy Your Meal Locating Objects Man on Moon
14-15 23 30 40 50-51
1 Draw the route map from your home to a school
2 Make a list of sports which are the parts of Olympics
January The Little Fir Tree Healthy Lifestyle Camouflage Service Before Self Sounds of Things Important Dates
32 33 42-43 44 54 61
1 Find out the names of some animals who conceal themselves by blending with their surroundings
2 Try to solve grid puzzle from the
newspaper February Maths At a Glance
Letrsquos Dress Up States and Capitals
58 59
1 Pen paper test pgno
3031415558596061 6263
March First In the World Famous Characters and Their Creations
63 64
Syllabus Distribution of Moral Education (Class III)
Month Live and Let Live
April and May Ch-1 Mind and Body
July Ch- 2 Keep Surroundings Clean
August Ch-3 Do Hard Work
September Ch-4 Courage Within Me
October Ch- 5 Letrsquos Love India
November Ch- 6 It is lsquoWersquo Not lsquoMersquo
December Ch-7 Stop Pollution
Januray Ch- 8 Being Non ndashViolent
February Ch-9 You Are Great
Syllabus Distribution of Computer (Class III)
Month Course Book Assess
ment FA Tasks
April L-1 Introduction to a Computer 11 Computer ndash A Smart Machine 12 Working of a Computer 13 Features of a Computer 14 Limitations of a Computer 15 Types of Computer 16 Computers in other Machines
FA ndash 1 (April- May)
1 Class work done in book and notebook
2 Activity of Identifying pictures
May L-2 Parts of a Computer 21 Hardware 22 Software 23 Differences between Hardware
and Software
3 Quiz Competition on the topic lsquo Hardware and Softwarersquo
4 Type the names and features of any ten keys in Word pad
July L-3 MS Windows The Operating System
31 Microsoft Windows 32 Working with Windows 7 33 Understanding Files and Folders 34 Application Window 35 Some Components of Application
Window 36 Windows XP Versus Windows 7
FA ndash 2 (July- Aug)
1 Class work done in book and notebook
2 Lab Activity related to L- 3
3 Drawing Flag of
India in Paint 4 Identifying and
naming the tools August L-4 More on MS Paint
41 Curve Shape 42 Polygon Shape 43 Menu Bar
September Revision of L- 1to 4 for SA ndash 1 Sample Paper-1(Pg No-56)
SA -1 (Sept-
ember)
L-1 to 4 Complete with MCQ TrueFalse Fill in the Blanks Match the Column Crosswords Identify and label the pictures and Question Answer + Lab Activities related to L 1 to 4done in the lab
Month Course Book Assessment
FA Tasks
October L-5 Editing in MS Paint 51 Selecting the Drawing 52 Using Clipboard 53 Image Group 54 Changing the Size of an Image
FA - 3 (Oct-Nov)
1 Class work done in book and notebook
2 Make a greeting card for your teacher using all the tools of MS Paint
November L-6 LOGO A Computer Language 61 LOGO 62 Starting MSW Logo 63 Components of a LOGO 64 LOGO Primitives 65 Repeat Command 66 Exiting LOGO
3 Lab Activity related to L-6
4 Make a list of shortcut of commands on a thick sheet
December L-7 LOGO Arithmetic 71 Revision of LOGO Primitives 72 Print Primitive 73 Calculations in LOGO 74 Print with Logical Operators
FA- 4 (Jan-Feb)
1 Make a poster on LOGO Primitives
2 Lab Activity related to L- 7
3 Lab Activity related to L- 8
4 Crossword related to ldquoMS Wordrdquo
January L-8 Learning MS Word 81 Starting MS Word 2010 82 Parts of MS Word Window 83 Typing Text 84 Creating a New Document 85 Saving a File 86 Printing a Document 87 Closing a Document 88 Opening an Existing Document
February Revision of L-5 to 8 for SA- II Sample PaperndashII(PgNo98) Olympiad Practice Sheet (Pg No 104)
March Revision of all the Chapters for SA II SA -2 L-5 to 8 Complete with MCQ TrueFalse Fill in the blanks Match the Columns Crosswords Identify and label the pictures and Question Answers + Lab Activities related to L 5 to 8 done in the Computer lab
Assessment Rubrics(Source CBSE CCE Manual)
REPORTING STUDENTSrsquo ACHIEVEMENT While reporting studentsrsquo achievement in different areas indirect grading in absolute scale having five points may be used The grades will stand for the following distribution of marks A+ Outstanding 90 - 100 A Excellent 75 - 89 B Very Good 56 - 74 C Good 35 - 55 D Scope for improvement Below 35 The grade of the child can be computed in the achievement card based on the percentage of presence of behaviour indicator in the above category of percentiles Besides certain remarks can be made in scholastic and co-scholastic areas as well as the achievement level of the child These remarks will help the parents and the child to provide the learning skills in that area by devoting more learning efforts Thus continuous and comprehensive evaluation is a useful proposition for improvement of studentsrsquo achievement through continuous diagnosis remediation encouragement and appreciation It requires coordinated and concerted efforts on the part of Principals teachers and parents for the multifaceted personality development of the child The enclosed rating scales are expected to help the teachers in proper placement of students in terms of the different grades
LANGUAGES Aspects Sub-
Skills A+ A B C D
01
Re
ad
ing
Sk
ills
(L
ou
d R
ea
din
g)
Pro
nu
nci
ati
on
Can read short storiesarticleswords on ones own and uses his phonetic skills to pronounce new words
Can read short storiesarticle on ones own most of the time Uses his phonetic skills to pronounce new words most of the time
Can often read short stories with varying speed and guidance most of the time
Can read short stories with varying speed and guidance from the teachers most of the time
Needs help and prompting by the teacher all the time
Flu
en
cy
Can read simplecomplex passages fluently with proper speed expression and pronunciation
Can read simplecomplex passages fluently with speed but needs occasional prompting
Can read simple passages but takes time to read each word lacks fluency speed and expression
Can read simple passages with guidance or prompting most of the time
Fumbles a to while reading even simple sentences Needs help all the time
Co
mp
reh
en
sio
n Can read and
understand text and answer questions correctly
Can read and understand text and answer most of the questions correctly
Can read and understand text and answer some of the questions correctly
Can read and understand text with the help of teacher
Cannot comprehend the text at all
Aspects Sub-Skills
A+ A B C D 0
2 W
riti
ng
Sk
ills
Cre
ati
ve
Wri
tin
g
Can write short stories and paragraphs with accuracy and originality in sentence construction and use of vocabulary Ideas are arranged logically
Can write short stories and paragraphs on a given topic with a fair degree of accuracy Displays originality sometimes Ideas are generally logically arranged
Writes stories and paragraphs but makes quite a few errors
Can write short connected descriptive sentences on ones own with some grammatical errors
Cannot write even short sentences of ones own makes a lot of mistakes
Ha
nd
wri
tin
g
Is neat and legible All letters and strokes are consistent and joined correctly Transcription is error free
Is neat and legible Occasional inconsistency seen in formation of letters and strokes Transcription is error free
Is legible but sometimes inconsistent with his strokes and letters Transcription has occasional errors
Handwriting is not very neat Transcription has many errors
Is neither legible nor consistent
Gra
mm
ar Can write sentences
accurately Can write sentences accurately most of the time
Can write sentences with quite a few errors
Can write sentences with a lot of mistakes
Cannot write with accuracy Needs help very often
Sp
ell
ing
s Can spell all words correctly Tries to spell new words
Can correctly spell all the words most of the time Falters occasionally
Can correctly spell words but sometimes makes mistakes
Makes a lot of spellings mistakes
Cannot spell words properly Has to be helped
Vo
cab
ula
ry Has a rich
vocabulary Often uses new words and phrases in written and spoken forms
Has a good range of vocabulary and phrases Uses new words only most of the time
Has a fair range of vocabulary Uses new words sometimes
Vocabulary is limited to only those words which have been taught in class
Has a poor stock of vocabulary
03
Sp
ea
kin
g
Sk
ills
Co
nv
ers
ati
on
Is fluent and spontaneous Responds to situations appropriately and accurately Can narrate incidentsanecdotes and can participate in a discussion on a given topic with ease
Is fluent and spontaneous most of the time Responds to the situations appropriately but fumbles for words occasionally Can narrate incidentsanecdote and can participate in discussions with efforts
Lacks spontaneity fluency and accuracy sometimes Response time rather long Needs prompting most of the time
Lacks spontaneity fluency and accuracy
Needs help most of the time
Re
cita
tio
n
Can recite a poem or a story with proper speed Dictation expression and tone
Can recite a poem or a story with proper speed or expression but makes occasional mistakes in pronunciation or forgets at times
Can recite a poem or story with occasional prompting Expression is not very strong and effective
Cannot recite an entire poem or story without prompting Pronunciation expression is not appropriate
Recitation is poor Lacks expression
04
Lis
ten
ing
Sk
ills
Co
mp
reh
en
sio
n
Can comprehend oral questions instructions stories poems
Comprehends oral question instructions stories and poems most of the time
Has some difficulty in comprehending Instructions stories or poems Needs guidance quite often
Understands simple conversation in familiar situations Needs simplification or translation most of the time
Cannot understand instructions Needs help all the time
Ex
tra
Re
ad
ing
Can read short storiespoems for pleasure on ones own with complete comprehension Can form opinions and evaluate characters and incidents
Reads storiespoems for pleasure Sometimes needs help in understanding the story Can form opinions and evaluate characters and incidents
Needs a lot of help with understanding of stories and poems Can evaluate a character or a situation only sometimes
Shows lack of interest in reading stories or poems Needs a lot of prompting
Not interested to read at all any extra material of ones own
Act
ivit
ies
P
roje
ct
Participates enthusiastically in activities Projects
Enthusiastically participates in activitiesProjects most of the time
Needs persuasion by the teacher for active participation
Seldom participates in activities projects assigned
Does not participate at all
MATHEMATICS
A+ A B C D
Co
nce
pt
Understands the concepts with logical thinking and good reasoning skill
Understands the concepts thoroughly
Understands the concepts and is able to apply most of them correctly Needs occasional help
Takes more time in understanding new concepts and requires frequent help
Needs help most of the time in understanding the concepts and logically applying them Activity Very confident
Act
ivit
y
Very confident original and creative in-group activities Has tremendous team spirit
Takes keen interest in doing various activities and applying the concepts to real life situations
Quite creative but needs to be more innovative and original
Takes interest but needs to be more systematic and organized
Lacks initiative and is disinterested in-group activity
Ta
ble
s
Has understood the concept of grouping the numbers and knows the tables by heart Can also do dodge tables
Knows the tables but falters a little in dodge tables
Knows the tables but Makes mistakes in tables of higher number Falters in dodge tables
Has not understood the concept of tables Makes a lot of mistakes in dodge tables
Has not learnt the tables Cannot do dodge tables at all
Me
nta
l a
bil
ity
Takes immense delight in working with mathematical problems mentally
Has a good number sense Quick in solving problems mentally
Solves mental sums with ease but at times makes careless mistakes
Can perform mental calculations but falters occasionally
Slow in solving sums mentally
Wri
tte
n
wo
rk
Work is neat and methodical Presentation is a source of inspiration for others
Neat and systematic work
Neat and regular work but sometimes not up to the mark
Often the work is untidy and the figures are shabbily drawn
Untidy work Late in submitting the assignments
ENVIRONMENTAL SCIENCE
En
vir
on
me
nta
l S
en
siti
vit
y
Has the ability to reason does independent thinking has value appreciation for truth and aesthetic sensitivityobservation
Can do some independent thinking and is quite observant with reflexes of occasional appreciation
Can attempt to answer simple questions based on reasoning and observation
Has difficulty in reasoning and observing Can attempt to answer simple questions
Needs prompting to answer simple questions
Act
ivit
y
Pro
ject
Very innovative Collects information is able to present the work neatly does reference work
Work is informative and neat most of the time
Work is informative and more or less neat tends to take support and help
Presentation needs improvement less informative
Work is untidy and files not well kept and work is least informative
Gro
up
D
iscu
ssio
n
Listens to others point of view and is able to add to them Makes interesting observations has a good organization of thoughts
Listens to others View point and hesitates to answer
Listens passively and offers no views hesitates to answer needs occasional help to give views
Has some difficulty in comprehending instructions has to be prodded to give answers
Has difficulty in paying attention and following instructions needs simplification most of the time
SCIENCE C
on
cep
t Excellent ability to understand grasp recall define and reason Understands and differentiates textual material with great case Is able to apply relevant knowledge and tabulate facts well Reads and comprehends text diagram and web chart quickly
Good ability to understand grasp recall define and reasons Understands the textual material with ease Is able to apply relevant knowledge Reads and comprehends text diagram and web chart
Can understand and recall the textual material Is able to apply relevant knowledge and tabulate facts can read and comprehend diagrams and web charts
Can understand grasp recall define and reason Understands the textual material and with help from the teacher Is able to tabulate facts well Reads and comprehends text diagram and web chart with difficulty
Needs continuous guidance in understanding Finds difficulty in reading and comprehending text
Act
ivit
y
Pro
ject
Voluntarily participates in all the activities and enjoys experiments Highly appreciable creative and original in presentation Is explorative innovative and infers a result after experimenting does extensive reference work
Participates in most of the activities and Performs experiments with interest Excellent creative project presentation Is explorative and innovative in experimenting does reference work
Participates in some of the activities and performs some experiments Good project presentation with little creativity Is explorative in experimenting sometimes does reference work
Participates in very few activities and rarely performs any experiments Satisfactory project presentation not very creative Rarely read any reference books
Needs a lot of encouragement to participate in activities or perform experiments Project presentation is not creative and systematic Not interested in extra reading
Sci
en
tifi
c S
kil
ls
Has a very keen observation inquisitive approach likes to experiment in a systematic way and draws accurate diagrams and records information correctly carefully and systematically Is able to analyze draw inference and apply information
Has a keen observation is inquisitive does systematic work and draw neat diagrams records information correctly carefully and systematically Is able to analyze draw inference and apply information
Sometimes inquires about concepts usually does experimentation in a systematic way and draws diagrams correctly Records information Is able to draw inference and apply information with some difficulty
Rarely inquisitive Does experimentation when told not very systematic work and untidy diagrams Is not able to draw inference and apply information
Not interested in experimentation recording or drawing inference Not very tidy and organized in his work Generally disinterested
Gro
up
Dis
cuss
ion
Actively participates and usually leads all group discussions Very often makes interesting observations and adds to the points given Can analyze points critically and generate new ideas
Actively participates Good relations with other members Often makes interesting observations can analyze some points critically
Participates sometimes Satisfactory relations with other members Sometimes makes interesting observations Can analyze few points
Hesitant to participate in-group discussions Poor relations with other members Rarely makes observations Unable to analyze points
A passive participant Never makes observations unable to analyze points
COMPUTER EDUCATION
Sk
ills
Very confident in using graphic skills word processing skills and operating skills
Skilled in operating and word processing skills
Shows excellent eye hand coordination in operating skills
Uses computer to enhance his knowledge on various topics taught in class Uses computer as a tool
Needs help from the buddy to complete his assignments
Ap
titu
de
Excellent in selecting and using different colours creating pictures and identifying different features of multimedia in work presentations
Shows special aptitude in using tools to create shapes and lines
Works with confidence and handles mouse with competence
Is able to combine text and graphics with help from teacher
Takes time to locate keys on the keyboard
GAMES
En
thu
sia
sm Plays with full
intrinsic Motivation
Plays with full intrinsic motivation most of the time
Plays with zeal but of his choice games
Plays but only when commanded
Always gives excuses
Dis
cip
lin
e
Obeys all class discipline voluntarily and plays by following all rules of the game
Obeys all class discipline voluntarily most of the time and plays by following all rules of the games
Obeys class discipline on command and follows rules only suited to his advantage
Obeys due to fear of punishment Follows rules on command with displeasure
Lacks discipline
Te
am
sp
irit
Has team spirit and plays for winning
Has team spirit and plays for winning most of the time
Puts his effort individually
Shows team harmony on and off
Not a team player
Tal
ent
Str
en
gth
a
nd
sta
min
a
spee
d)
Outstanding development of skills and displays high performance
Excellent development of skills and displays high performance most of the time
Very good skill development but performs occasionally
Average skill development
Slow skill development`
MUSIC
Inte
rest
Always very keen to learn and follow given instructions
Very keen to learn and follow instructions most of the time
Needs little drive to learn and start
Sometime shows interest
Does not show much interest
Rh
yth
m Child has a good
sense of rhythm and keeps pace with the beat
Child has a good sense of rhythm and sometimes falters in keeping pace with the beat
Sometimes loses pace with the beat
Sometimes goes off the beat and cannot make it up
Does not have the sense of rhythm
Me
lod
y Child has a good
sense of tune Child has a good sense of tune and goes off key Occasionally
Child goes off key sometimes can come back in tune
Child has the sense of time but goes off key in higher octave
Child does not have much sense of music
PERSONALITY DEVELOPMENT
Co
urt
eo
usn
ess
Very careful about wishing saying sorry thank you and excuse me Always stands up to give respect Always speaks politely and uses good vocabulary never interrupts in between
Wishes others most of the time says sorry thank you and excuse me stands up to give respect speaks politely never interrupts in between
Many times wish others (says sorry thank you and excuse me) Some times interrupts in between speaks politely may times
Sometimes avoids to wish (says sorry thank you and excuse me) Some times speaks politely interrupts in between
Avoids wishing (say sorry thank you and excuse me) Aggressive and impolite
Co
nfi
de
nce
Always very confident in carrying out various activities
Very confident in carrying out various activities most of the time
Confident in carrying out most of the activities
Quite confident but needs to come up with hisher ideas
Needs to develop confidence
Ca
re o
f B
elo
ng
ing
s Always respects the belongings and takes care
Takes care of self as well as others property most of the time
Most of the times takes care of belongings
Takes care but does not bother about others
Careless about self as well as others property
Ne
atn
ess
Always wears proper and neat uniform Very careful about personal hygiene
Wears proper and neat uniform Sometime nailshairteeth not clean
Wears proper and neat uniform most of the time
Most of the times in improper uniform often not careful about hygiene
Often untidily dressed
Re
gu
lari
ty a
nd
p
un
ctu
ali
ty
Very particular about being regular and punctual to school classroom Always regular in doing and submitting assignments and projects
Often particular about being regular and punctual to schoolclassroom often regular in doing and submitting assignments and projects
Sometimes particular about being regular and punctual Sometimes late in submitting assignments
Sometimes irregular and not punctual to schoolclassroom Sometimes late in submitting assignments and projects
Irregular and sometimes late to schoolclassroom Rarely submits assignments and projects in time
Init
iati
ve
Always tries to do things independently Always ready to participate in oral discussionsextra curricular activities
Most of the times tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Often tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Sometimes tries to do things independently Sometimes ready to participate in oral discussionsextra curricular activities
Never does things independently a voids participating in oral discussionsextra curricular activities
Sp
irit
of
serv
ice
Always volunteers to participate in all activities for a social cause Always ready to help others
Volunteers to participate in activities for a social cause most of the time Often ready to help others
Often volunteers to participate in activities for a social cause Often helps others
Sometimes volunteers to participate in activities for a social cause Sometimes helps others
Rarely participates in activities for a social cause Never bothers to help others
Re
spe
ct o
the
rs
pro
pe
rty
Always follows rules and regulations Takes good care of property and consciously makes efforts to keep the environment clean
Most of the time follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Often follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Sometimes follows rules and regulations Does bother about others property Sometimes litters hisher surroundings
Does not follow rules and regulations Is not sensitive about others property Often litters hisher surroundings
Se
lf c
on
tro
l
Well disciplined in the classroom corridors staircase Never misbehaves or fights in the playgroundbreak Emotionally a balanced child
Disciplined in the classroomcorridorsstair case most of the time Never misbehaves or fights in the playgroundbreak
Disciplined in the classroomcorridors staircase most of the time Occasionally misbehaves or fights in the playground break
Disciplined in the classroom but not in corridors staircase Often misbehaves or fightsbullies in the play groundbreak
Indiscipline in the classroomcorridorsstaircase Mostly misbehaves fights bullies in the playgroundbreak
ART amp CRAFT
Inte
rest
Shows great enjoyment and aptitude for drawing and painting - recognizes the value of art
Shows great enjoyment and aptitude for drawing and painting ndash recognizes the value of art most of the time
Enjoys drawing and painting Shows imagination some time
Prefers to be guided than using his own imagination
Prefers to reproduce what is seen Needs repeated instruction
Cre
ati
vit
y
Has original drawing and innovativeness in the work Shows more feeling and expressions in hisher work
Has original drawing and innovativeness in the work shows more feeling and expressions in hisher work most of the time
Good at reproducing Shows feelings and emotions
Can communicate the ideas in terms of effect and appeal
Lacks creativity and looks for ideas and instructions from the teachers
Sk
ill
Excellent development of skills and high performance
Excellent development of skills and high performance most of the time
Skills development is good but performs occasionally
Very slow skill development
No skills
Learning Indicators (Source NCERT CCE Manual)
ENGLISH
At the end of class III learners will be able to do the following (Learning outcomes) Talk about themselves members of the family and the people in their surroundings Follow simple instructions requests and questions and use formulaic expressions
appropriately Enjoy doing tasks (including singing a rhyme or identifying a person object or thing)
in English Recognize whole words or chunks of language Recognize small and capital forms of
English alphabet both in context and in isolation Read simple wordsshort sentences with the help of pictures and understand them
Write simple wordsphrasesshort sentences Listening Curricular Expectations Understand simple English language spoken in their immediate environment Enthusiasm to listen to English with understanding Appreciate non-verbal clues and respond through speaking body language
Pedagogic Processes Clear lip movement for children with hearing impairment to lip read
Familiarizing children with day to day spoken English (small sentences and phrases) in class assembly playground etc with peersgroups
Creating learning situations for using greetings and polite forms of expression Using formulaic expressions such as lsquoSit in a circlersquo and helping children become familiar with these expressions and use them
Familiarizing children with the sound system of English through chunks of language such as ldquoan applerdquo and connecting it with visualsrealia
Giving oral instructions for gamesactivities in simple English Introducing content and devising tasks that encourage children to draw on diverse
experiences and make connections with what is worthwhile and important to them Encouraging children to watch English cartoons (Listening and speaking are
developing in conjunction) and speak about it Providing input via audio-videoreading out from material and generating interest
through pair and group workrole-play Facilitating pairgroup work where children share their experiences
Providing learning situations such as role play to listen and communicate messages Using picture clips photos singing storytelling effective questions music etc
Narrating variety of stories from the textbook and beyond helping children to talk about the main idea Using a number of facial expressions dramatizing and picturising stories
Asking questions based on the texts using mother tongue and scaffolding wherever necessary using role play
Reading aloud action songspoems encouraging children to sing collectively (Listening and speaking are connected) using gestures
Giving dictation of a few simple sentences to enable children to listen and write (Listening is linked with speakingwriting)
Playing music (non-verbal) and encouraging children to express themselves through speech action dance drama photographs film clips puppets comics displays and singing
Drawing attention to onomatopoeic sounds such as a tap-tap buzz grrr etc
Learning Indicators (Progression) Listening Responds to English words and sentences used in classschool in home
languageEnglish eg mode of transportation post office other sources etc and reads the poem aloud and
enact etc Responds to simple greetings and polite forms of expression in Englishhome
languagefacial expressionbody language eg Please work with your friend etc Let us tidy the place (simple 6-8 sentences)
Follows rules of gamesactivities eg Today we will play lsquorelay racersquo Do you know how is it played Irsquoll tell you the rules and wersquoll play
Engages with English cartoons childrenrsquos filmsvisuals eg Describe what you saw in the film and other related questions etc
Shows interest in listening to experiences of her peers and others in English and home language eg All the students had gone for a picnic and are now sharing their experiences
Attends to oral messagestelephonic communications and communicates them in English home language eg Receives messages and conveys Listens to new words and pointsindicates objects and persons eg Listening a story and understanding the meaning of words in context
Understands the story and tells the main action in it (Listening amp Speaking in conjunction) in home languageEnglishsign language
Shows enthusiasm to listen to English poems songs jokes eg Birds sing phone rings Responds to questions asked on textual material narrated stories in English home language eg Do you enjoy train rides
Takes dictation of chunks of words eg describing the classroom Draws with interest after listening to the input eg Follows steps and does the task and
also listens and writes wordssentence with understanding such as let us make an envelope
Enjoys rhyme and rhythm of poems and sings aloud eg I found a shell a curly one Lying on the sand Appreciates music and expresses in actionspeech Listens and co-relates various onomatopoeic sounds talks about them eg Tak tak is anybody there
Speaking Curricular Expectations Able to speak English along with home languageAble to ask questions Able to recite poems say dialogues phrases from stories plays etc Pedagogic Processes Encouraging lip reading to understand words even without sound Creating learning situations to introduce themselves to a new studentanother
teacher a visitorprincipal Familiarizing children with new vocabulary as per their context and making them
speak Using pictures objects realia models and wall displays at eye level large prints and signs Providing input encouraging for participation in class morning assembly programmes Providing situations picturesimagesartifacts to help children speak about them in pairgroups Creating learning situations via-drama storytelling group work role-playmock-
telephonic conversationsconversations between and among family members connecting it with the characters from lessons
Creating learning situations to speak about hobbies games food etc Giving a prompt to help children speak ldquoYou know I read a story which goes like thisrdquo
ldquoOnce my brother played a prank on me rdquo Based on the reading of the text children are encouraged to speak eg comprehension
connecting to previous knowledge
Varying the input as per the special needs of the child with hearing impairment Connecting learning to the real world and encouraging them to ask questions such as
Why canrsquot we play now Encouraging children to imagine and speak about characters and situations using
prompts or pictures to help children create stories Encouraging children to raise queries amp ask questions through various modalities like
visual auditory and kinesthetic Providing poems (from textbooks and other sources chosen by the teacher children
from childrenrsquos magazines childrenrsquos section in newspapers) All the bells are ringing there 10 Providing storiesplays (from textbooks and
beyond the textbook) Learning Indicators (Progression) Speaking Uses simple sentences to introduce herself in English home languagesign language
eg I am Jagat I study in class III I like ice cream and orange juice Speaks as per context eg Given a context from the text or real world gives appropriate
words Participates in different events such as role play poetry recitation drama organized
in school from time to time Speaks about situationspicturesimages in English and home language
Engages in conversation in English and home language with friends teachers and family using simple sentences and Responses eg The kite is flying The aero plane also flies
Narrates her personal experiences anecdotes stories she has read or heard in Englishhome languagesign language eg My pup is very sweet
Makes requests uses greetings and polite forms of expression Expresses her likes and dislikes eg I like to jump and skip Responds especially to the textual questions being asked in both English class and in
other subject classes in Englishhome language Narrates stories (imaginarydreamsactual situations etc) Asks questions about
things around her Asks questions based on the textbeyond the text out of curiositywhile engaging in conversation
Recites rhymes poems songs in groups and individually and through acting out Says phrasesdialogues from storiesplays Retells main idea of the storyplay
Reading They recognize some words in English and make some attempts to read unknown words using initial sounds They mostly rely on illustrations and teacher support to establish meaning in a text and may not understand everything that they read While they continue to use early decoding skills they are not yet able to predict from language context alone because of their yet developing English proficiency Gradually they can follow and read short simple texts along with the teacher and in class as shared reading activities
Curricular Expectations Understand the main idea locate details in the text (seen and unseen) Able to ask questions Understands the form and functions of grammar in context
Pedagogic Processes Providing visualspointing to illustrations in texts to encourage children to read
Familiarizes children with both small and capital letters of the alphabet Facilitating comprehension through various textsmovementactions Facilitating children to locate details sequence of ideas and eventsidentifying main
idea through various types of comprehension questions Facilitating children to relate ideas of the text with personal experience through
questions and interaction Introducing stories to facilitate comprehension Listening to poems showing
understanding through tone volume and action Introducing different kinds of texts such as descriptions stories folktales and poems
Providing beyond the text materials such as advertisements notices etc Facilitating reading of childrenrsquos magazines and childrenrsquos section of newspapers and
enriching the reading habits through exposure to school library reading corner Introducing titles of books movies etc Encouraging children to raise questions based
on their reading Drawing attention towards use of grammar in context and explaining it such as nouns
adjectives etc eg red rose Drawing attention to the use of punctuation through a variety of texts such as use of
capital and small case comma full stop Learning Indicators (Progression) Reading Reads small texts with comprehension Identifies locates main idea details and the
sequence of ideas and events and draws conclusions based on reading Relates ideas with her personal experiences eg After reading a story on travel is able
to connect with her experience of travelling in a bus train etc Reads and relates texts of home language Recognises themes such as triumph of good over evil Engages with different kinds of texts descriptions stories folktales and poems eg
She narrates the story that also deals with similar issues and connects with her life Connects with real life including home languagesign language
Engages in reading beyond the text materials and enjoys reading Infers the meaning of unfamiliar words by reading them in context
Reads titles of books movies captions Asks questions based on the reading or out of curiosity
Uses simple grammar in sentences eg Jamala is a good student Uses appropriate punctuation eg Jatin is my friend
Writing They develop the ability to use some basic conventions of writing in English They write texts using sentence structures based on oral structures and very simple repetitive texts By the end of class III they are beginning to write their own very short simple texts They write with less need for teacher transcription Their attempts at spelling depend on sounds Children begin with one word to phrases to sentences across class levels
Curricular Expectations Able to write short simple texts Pedagogic Processes Facilitating children to form letters and spacing properly Familiarising children with words from the text and immediate surroundings Drawing attention to the use of capital letters and punctuation marks such as full stop
comma question mark etc Giving dictation of sentencesshort paragraphs (listening and writing are developed in conjunction)
Providing texts (seen amp unseen) and encouraging writing answers to comprehension questions Providing verbalvisual clues to develop words sentence paragraphs Encouraging children to write on self family pets and home etc (Giving extra time
for children writing in Braille) Providing examples of writing through a variety of examples Providing examples of wordsphrases (linkers) to indicate sequence such as lsquoandrsquo butrsquo etc Providing examples of written texts to familiarize with grammar in context Familiarizing children with rhyming words creating rhythm through a poem Providing a variety of contexts such as going for a picnic a fair etc and helping them
develop new vocabulary Learning Indicators (Progression) Writing Draws enthusiastically according to the context and writes a little name etc Uses proper spacing between letters words and sentences Writes familiar words phrases simple sentences in Braille or print Uses capital letters and punctuation marks eg Finally I dressed up and went to school Takes dictation of chunks of words eg items needed for class library Writes answers for textual questions after comprehension (Writing is linked to
reading) Writes wordssentence paragraphs with the help of verbalvisual clues eg Pictures of
flowers fruits animals etc and writes Writes descriptions narratives 5-6 simple sentences on personal experiences Describing any event place object eg Look at the fish tank and write three sentences what you see
Uses appropriate punctuation forms in a variety of written texts Writes rhyming words eg Day-bay mouse house etc Makes lists for various purposes eg Prepare a list for class picnic mat water bottle tiffin towel bag etc Contributes for the school magazine (drawing with caption etc)
Concern for Immediate Environment Curricular Expectations
Develop concern for immediate environment (both physical and social) through observation which leads to development of language skills in an integrated manner Pedagogic Processes
Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and providing related vocabulary
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
Assessment FA Tasks Composition AudioVideo
Activity
FA ndash 1 (April ndash
May)
1 Paragraph Writing (I want my Robot tohellip)
2 Poem Completion (Saturday Work)
3 Picture description 4 Homework and Classwork
Picture Description Paragraph Writing Poem Completion Letter Writing
Video of
lsquoRobotrsquo
Video of lsquoNGOrsquo
FAndash2 (July ndash
August)
1 MCQ based on Grammar 2 Narrative Writing (A Scary
Night) 3 Poetry Recitation 4 Homework and Classwork
Narrative Writing Poem Completion Paragraph Writing Making a Picture of Sky
Movie lsquoHome
Alonersquo
Video of lsquoRainy
Seasonrsquo
SA-1
(September)
Course book L-1 to 6
Grammar Unit-1 to 8
Workbook Ch-1 to 9
Picture Description and
Paragraph Writing
Comprehension passage
Paragraph Writing Video of lsquoPurirsquo
FA ndash 3(Oct-
Nov)
1 Letter Writing (Informal) 2 Poster Making(Limerick) 3 Poetry Recitation 4 Homework and
Classwork
Letter Writing
Story Writing
Images of Puri
Video of
lsquoSnowfall in
Kashmirrsquo
FA-4 (Dec-Feb)
1 Paragraph Writing (If I were a Bird)
2 Project on lsquoBirdsrsquo 3 MCQ based on Grammar
(Conjunctions) 4 Homework and
Classwork
Speech on lsquoif I become
a Sports Captainhellip
Invitation Writing
Preparing for Speech
Video of
lsquoLifecycle of
butterflyrsquo
Video of
lsquoWoodcutterrsquo
SA-2 (March)
Course book L-7 to 12 Grammar Unit 1 to 15 Workbook Ch-1 to 35 Comprehension passage Letter Writing and Story Writing
Collecting information
on lsquoBirdsrsquo
Letter Writing
Video of
Different
Worms
हहॊदी ऩाठमकरभ विबाजन का ndash 3 भास अभत
हहॊदी ऩाठभारा
वमाकयण सोऩान
हहॊदी वमाकण अभमास ऩसततका
दशमशरवम
साभगरी ऩततकीम यचनातभक गततविधधमाॉ
यचनातभक गततविधधमाॉ
एप ए -1अपरर स भई
अपरर
ऩाठ ndash 1 हभको ऻान दो
ऩाठ ndash2
वह सयज था
ऩाठ ndash 1
हहॊदी वणण ऩाठ ndash 2 नाभ
अऩहठत गदमाॊश
ऩषठ 100 व101
ऩाठ ndash 1 सॊमकत वमॊजन
ऩाठ ndash 2 सॊऻा
वीडडमो वमाकयण
ऩाठ ndash2
1 वनम ऩशओॊ क चितर चिऩकाना ऩाठ ndash 2
2 वणो को करभ स जोडकय तततरी फनाना
वमाकयण ऩाठ ndash1
3 अख़फाय स भखम सभािाय क शबदो को काटकय वणणभारा करभ भ चिऩकाना
वमाकयण ऩाठ ndash1
4 परससदध वमसकतमो वततओॊ व तथानो क चितर स एलफभ फनाना
वमाकयण ऩाठ ndash2
1कववता
2नाटमभॊिन
3फहववकलऩीम
परशन वमाकयण
4का
कामण व गह कामण
भई
ऩाठ ndash3 यॊगा ससमाय
ऩाठndash3 ऩहिान
ऩाठ ndash 4 एकndashअनक
अऩहठत गदमाॊश
ऩषठ-102
अनचछद ndash भया ववदमारम ऩषठ-82
ऩाठ ndash 3 सवणनाभ
ऩाठ ndash 4
ववशषण
वीडडमो ऩाठ ndash3 वीडडमो वमाकयण
ऩाठ ndash4
5 चितरकथा को नाटक भ फदरकय असबनम कयवाना ऩाठ -3
6 अऩन आसऩास व का स सॊफॊचधत ततरीसरॊग व ऩसलरॊग शबद अरग कयक सरखो वमाकयण ऩाठ ndash3
एप ए -2 जराई स अगतत जराई ऩाठ ndash4
गोयमा औय कौआ
ऩाठ ndash5 तीन सहरी भछसरमाॉ ऩाठ ndash6
सनो घय
की फात
ऩाठ ndash7
ववदमारम
ऩाठ ndash5
नाभ की जगह
ऩाठ ndash6
कौन ndash कसा
ऩाठ ndash7
काभ
ऩतर-1 ऩषठ 88
अनचछद ndashभया ववदमारम
ऩाठ ndash5 करकरमा
ऩाठ ndash6
सरॊग
वीडडमो ऩाठndash 5
1 ततनको स चिडिमा का घोसरा फनाना
ऩाठ ndash 4
2यॊगीन कागज़ स ndashभछरी का कोराज फनाना ऩाठ ndash 5
3अनचछद ndashभया ववदमारम
4 ऩॊितनतर की कहानी 5 ऩतर ndashऩतरतरकाओॊ स करकरमा सॊफॊधी चितर एकतर कयक एलफभ भ रगाना वमाकयण ऩाठ ndash7
1यिनातभक
करकरमाकराऩ
ऩाठ ndash5
2सरखखत ऩयीा
अगतत ऩाठ ndash8 हभाय ऩजाघय
अनचछद-
ऩजाघय
ऩाठ ndash9
भातटय जी की करास
ऩाठ ndash10
हभाय भागणदशणक
ऩाठ ndash8
फात औय फात ऩाठ ndash9 ववयाभ चिहन
अऩहठत गदमाॊश
ऩषठ-103
अनचछद-जफ भय घय भ ऩानी
नहीॊ आता ऩषठ-83
ऩाठ ndash7
विन
वीडडमो ऩाठ-9
1नाटम भॊिन ऩाठ ndash9
2धासभणक तथरो क चितर चिऩकाना ऩाठ ndash 8
3ऩाठ भ आए भहाऩरषो स सॊफॊचधत एक-एक नततक भलम सरखना ऩाठ ndash10
4ववसबनन ऩजाघयो स सॊफॊचधत वीडडमो ऩाठ ndash 8
5 जातक कथाएॉ
वीडडमो
3शरवण कौशर
4 का
कामण व गह कामण
एसए ndash 1 ससतॊफय
एप ए -3 अकतफय स निॊफय अकतफय ऩाठndash13
याषरीम धवज
ऩाठndash14
याजदर परसाद
ऩाठ ndash12
एक जस शबद
ऩाठ -13 शबद एकअथण कहानी-रखन
ऩषठ-92
ऩाठ ndash10
शदध ndashअशदध शबद
ऩाठ -11
अनक शबदो क सरए एक शबद
1यॊगीन कागज़ व सीॊक दवाया झॊडा ऩाठ-13
फनाना
2 कछ चितर एकतर कयक एलफभ भ चिऩकाकय उनक ऩमाणमवािी शबद सरखना
वमाकयण ऩाठ -12
3 ऩाठ भ आए अनकाथी शबदो को सॊदय अयो भ अरफभ भ सरखना वमाकयण ऩाठ -13
1यिनातभक कामण
2 अनचछद रखन
ससतॊफय ऩाठ ndash11
आिामण िाणकम
ऩाठ ndash12
गसरतताॉ हभाया
ऩाठ ndash10 भहावय
ऩाठ ndash11
ववरोभ शबद
ऩतर -2
ऩषठ-89
ऩाठ ndash8
ववरोभ शबद
ऩाठ ndash9
ऩमाणमवािी शबद
वीडडमो ऩाठ ndash11
1चितरकथा रखन ऩाठ-11
2परो की ऩसततमो दवाया चितर फनाना ऩाठ12
31 स 50 तक हहॊदी चगनती एलफभ भ सरखना
वमाकयण ऩाठ -10
4 भहावयो का परमोग कयत हए कहानी सरखना
वमाकयण ऩाठ -10
ववरोभ शबदो क चितर एलफभ भ रगाना
वमाकयण ऩाठ ndash 11
अभत हहॊदी ऩाठभारा
ऩाठ 1 स 11
वमाकयण सोऩान
ऩाठ 1 स 6
अभमास ऩसततका ऩाठ 1 स 7
ऩतर व अनचछद रखन
नवॊफय
हदसॊफय
ऩाठ ndash15
भाॉ धयती ऩाठ ndash16
हभायी दतनमा
ऩाठ ndash17
हहॊदी चगनती ऩाठ ndash18
अॊतरय
ऩाठ ndash19
ईदगाह
ऩाठ ndash20
तनमभ
ऩाठ-14 अनक
शबदो क सरए
एक शबद
ऩाठ-15 सभह क सरए एक शबद
कहानी-रखन
ऩषठ-94 अनचछद ndashऐस भनाई
तरफना ऩटाखो क दीवारी ऩषठ-90
ऩाठ-16 चगनती ऩाठ-17हदन भहीन
अऩहठत गदमाॊश
ऩषठ-104
ऩतर-रखन ऩषठ89
ऩाठ -12
तकफॊदी ऩाठ -13 हदशा
ऩाठ ndash14
सजनातभक
कामण
ऩाठ ndash15 व 16
अऩहठत गदमाॊश
1सौय ऩरयवाय का चितर फनाना ऩाठ ndash16
2ऐस कछ रोगो क
चितर िऩकाना जो हभायी सहामता कयत ह-
वमाकयण ऩाठ -14
1 1स 50 तक हहॊदी चगनती एलफभ भ सरखना वमाकयण
ऩाठ -10
2 कहानी सनाना
3कववता ऩाठ
4 का कामण व गह कामण
एप ए -4 जनियी स पयियी
एसए ndash 2 भाचच भािण अभत हहॊदी ऩाठभारा ऩाठ 12 स 22 तक
वमाकयण सोऩान ऩाठ 2 5 6 व 7 स 12 तक
ऩतर व कहानी रखन
अभमास ऩसततका ऩाठ 8 स 19
जनवयी
पयवयी
ऩाठ ndash21
सतमवादी याजा हरयशिॊदर
ऩाठ -22
टरीववजन का जादगय
ऩाठ-18 ऩश-ऩकषमो कीफोसरमाॉ ऩाठ-19 चितर -वणणन अनचछद ndashजफ भयी ऩततक खो गई थी
ऩषठ 83
कहानी-रखन
ऩषठ-95
ऩाठ-20 सॊवाद-रखन
अनचछद ndash भयी भाॉऩषठ-82
ऩतर रखन ऩषठ90
कहानी-रखन ऩषठ-95
ऩाठ ndash17 याषरीम ऩवण
ऩाठ18
कववता रखन
ऩाठ ndash19
चगनती
1नाटम भॊिन
ऩाठ ndash 21
2आववषकायको
क नाभ
ऩाठ ndash 22
1नाटम भॊिन
2फहववकलऩीम परशन वमाकयण
3 का
कामण व गह कामण
4 का
कामण व गह कामण
Syllabus Distribution of Maths (Class III)
Month Course Book Work
sheet
Assess
ment
FA Tasks
April Ch-1 Numbers and Numeration
Revision Number Name up to Thousands Place Value Expansion of Numbers Comparison of Numbers Successor and Predecessor Skip Counting Ch-2 Roman Numerals
Basic Symbols Reading and Writing Roman Numerals
Pg No 1
to 10 and
15 to 17
FA1
(April-
May)
1 MCQ (Ch-12)
2 Number Games
May Ch-3 Addition
Addition of 23 and 4-digit number with
carry and without carry
Facts about addition Solve and Frame the Word Problem Estimation Mental Arithmetic
Pg No 18
to 23
3 Forming
Roman
Numerals
using
Matchsticks
4Homework
and
Classwork
July Ch-4 Subtraction
Subtraction of 23 and 4-digit number with borrowing and without borrowing
Facts about Subtraction Solve and Frame Word Problem Estimation Mental Arithmetic Ch-5 Multiplication
Multiplication by 1 and 2-digit Number Properties of Multiplication Word Problems related to Multiplication
Pg No 24
to 43
FA-2
(July-
August)
1 Activity based on Subtraction using Geometrical Shapes
2 Activity based on Multiplication using Flash cards
August Ch-6 Division
Facts about division Relation between Multiplication and
Division Long Division Method with Remainder
and without Remainder Number Stories
Pg No 44
to 54
3 Activity on Division (Rajma and Ice tray)
4 Homework and Classwork
Month Course Book Workshe
et
Assess
ment
FA Tasks
September Ch-8 Geometrical Shapes Plane Shapes Solid Shapes Tangram Perimeter Circle Symmetry
Pg No 75 to 87
SA-1 (Sept-
ember)
Ch-1 to 6
October Ch-7 Fractions Like and Unlike Fractions Equivalent Fractions Comparison of Fractions Ascending and Descending Order Addition and Subtraction
Pg No 55 to 59 73 and 74
FA-3 (Oct- Nov)
1 Pen- Paper test (Ch-7 8) 2 Activity based on Fractions by showing shaded and un shaded parts
November Ch-10 Money Conversion of Money Addition and Subtraction Multiplication and Division Make Rate Charts and Bills
Pg No 66 and 67 88
to 91
3 Activity on Geometrical Shapes through paper cutting and folding 4 Homework and Classwork
December Ch-11 Time Reading Clock Time Conversion Calendar Ch-12 Pictorial Representation of Data Read and Draw Pictograph
Pg No 60 to 65
FAndash 4 (Jan- Feb)
1 Oral Test (Time) 2 Activity based on Money through artificial notes and coins
January Ch-9 Measurement(Length) Conversion Addition Subtraction
Multiplication and Division of Metric Units
Estimation
Pg No 68 to 72
3 Activity based on Time through their daily routine
February Ch-9 Measurement
(Weight and Volume)
Conversion Addition Subtraction
Multiplication and Division of the problems related to weight and capacity
Number stories
Pg No
11 to 14
4 Homework and Classwork
March Revision of Syllabus for SA- 2 SA - 2 Ch- 7 to 12
Syllabus Distribution of of EVS (Class III)
Month Course Book (My Vibrant
Planet)
Key Concept AV Experien
ce
Assess-ment
FA Tasks
April Ch-1 Our Sun and Solar System
Ch-2 Early Man
Parts of Sun Cardinal directions solar system Phases of Moon Important Discoveries by early men
Videos on
Solar System
Discovery of fire and wheel
Rotation Revolution
FA ndash 1
(April - May)
1 Pen-Paper Test Including MCQ Based on Solar System and Early Man
2 Diagram of Solar System and Different Tools used by early men
3 Creative Writing on
topic ldquoWaterrdquo
4 HW And CW
May Ch-3 Introduction to water
Forms and properties of water
Video on Uses and Forms of water
Properties of Water
July Ch-4 Uses of Water
Ch-5 Water Conservation
Ch-6 Major Cities Near Seas
Uses of water water conservation water cycle
Video on
Water cycle
FA ndash 2
(July - August)
1 Project on 3 Rrsquos
2 Group Discussion on Water Conservation
3 Pen-Paper Test on Topic Uses Source and Conservation of Water
4 HW And CW August Ch-7 The
Earth
Ch- 8 Our Environment
Parts of Earth Physical Features of India
Global Warming Pollution
Video on Types of pollution
Physical features of India
September Ch-9 Living
Things
Living Things
Characteristic
s of Living
Things
Video on
Character
-istics of
Living
Things
SA - 1 Ch- 1 To 5 7 And 8
Month
Course Book (My
Vibrant Planet)
Key Concept AV
Experience
Assess-
ment FA Tasks
October Ch-10 Plants Ch-11 Animals and Birds
Plants Parts and types of plants germination plants as sources of food different ways of cooking animals and birds shelter parts of body types of feathers and beak
Video on Germination Skeleton
FA ndash 3 (Oct ndash Nov)
1 Pen Paper Test Including MCQ Based On Properties and Uses of Air Types of Plants and Animals and Birds Classification
2 Diagram of beaks claws and germination of seed
3 Role Play on lsquoOur Bodyrsquo
4 HW and CW
November Ch-12 Our Body Ch-13 Air Around Us
Our Body Five senses external and internal organs of body skeleton And muscles atmosphere pollution
Video on External and Internal Body Organs with Function and Air Pollution
December Ch- 14 Means of transport and communication
Types of Transport and Communication
Video on Types of Transport and Communication
January Ch-15 Festivals of India Ch- 16 Dresses of India
National Harvest and Religious Festivals Seasons
Video on Types of Festivals
FA ndash 4 (Jan - Feb)
1 Pen paper Test Including MCQ on Dresses and Festivals 2 Radio Show on lsquoCelebrityrsquo 3 Project on Means of transport and communication 4 HW and CW
February Ch-17
celebrity
Life History of
Saina Nehwal
Video on
Celebrity
March Quick
Revision
SA - 2 Ch - 10 to 16
Syllabus Distribution of of GK (Class III)
Month Topics PgNo Activities April Animal Mates
Resources of Life Neighbourhood Services Amazing Machines Leaders of Change Spot the Difference Rainwater Harvesting Generating Electricity Rebus Voyage Through Oceans
6 7 17 18 25 26 34 35 46 47
1 Name some more male and female species of some other animals which are not given in book 2 Find some other neighbourhood services with the services they provide
May Our Animal Friend Kitchen Secrets Modes of Transport Shapes And Pattern Bird Watching
8 9 19 27 36-37
1 Mark the oceans and continents on map of the world
2 Name some animals (other than book) and the products we get from them
July Components of Food Marvels of the World Story Of Paper A Trip to Planetarium Substances Matters Amazing Plants
10 20 28 38 48 56-57
1 Make a list of new seven wonders with pictures
2 Collect information on any one of the aquatic plants
August Places of Interest Festivals of the World Odd One Out Water Cycle Sharpen Your Mind
11 21 29 39 49
1 Make a list of some places (other than book) of your interest with reason
2 Collect information on any one of the festival which is not mentioned in book
3 Pen paper test Pg no 6171920343539475657
September Exploring the Earth Amazing Facts
58 59
October Wetland
On the Floor
12-13
22
1 Make a list along with the pictures of various other dance forms of other countries
November Cycle of Seasons
World of Athletics Enjoy Your Meal Locating Objects Man on Moon
14-15 23 30 40 50-51
1 Draw the route map from your home to a school
2 Make a list of sports which are the parts of Olympics
January The Little Fir Tree Healthy Lifestyle Camouflage Service Before Self Sounds of Things Important Dates
32 33 42-43 44 54 61
1 Find out the names of some animals who conceal themselves by blending with their surroundings
2 Try to solve grid puzzle from the
newspaper February Maths At a Glance
Letrsquos Dress Up States and Capitals
58 59
1 Pen paper test pgno
3031415558596061 6263
March First In the World Famous Characters and Their Creations
63 64
Syllabus Distribution of Moral Education (Class III)
Month Live and Let Live
April and May Ch-1 Mind and Body
July Ch- 2 Keep Surroundings Clean
August Ch-3 Do Hard Work
September Ch-4 Courage Within Me
October Ch- 5 Letrsquos Love India
November Ch- 6 It is lsquoWersquo Not lsquoMersquo
December Ch-7 Stop Pollution
Januray Ch- 8 Being Non ndashViolent
February Ch-9 You Are Great
Syllabus Distribution of Computer (Class III)
Month Course Book Assess
ment FA Tasks
April L-1 Introduction to a Computer 11 Computer ndash A Smart Machine 12 Working of a Computer 13 Features of a Computer 14 Limitations of a Computer 15 Types of Computer 16 Computers in other Machines
FA ndash 1 (April- May)
1 Class work done in book and notebook
2 Activity of Identifying pictures
May L-2 Parts of a Computer 21 Hardware 22 Software 23 Differences between Hardware
and Software
3 Quiz Competition on the topic lsquo Hardware and Softwarersquo
4 Type the names and features of any ten keys in Word pad
July L-3 MS Windows The Operating System
31 Microsoft Windows 32 Working with Windows 7 33 Understanding Files and Folders 34 Application Window 35 Some Components of Application
Window 36 Windows XP Versus Windows 7
FA ndash 2 (July- Aug)
1 Class work done in book and notebook
2 Lab Activity related to L- 3
3 Drawing Flag of
India in Paint 4 Identifying and
naming the tools August L-4 More on MS Paint
41 Curve Shape 42 Polygon Shape 43 Menu Bar
September Revision of L- 1to 4 for SA ndash 1 Sample Paper-1(Pg No-56)
SA -1 (Sept-
ember)
L-1 to 4 Complete with MCQ TrueFalse Fill in the Blanks Match the Column Crosswords Identify and label the pictures and Question Answer + Lab Activities related to L 1 to 4done in the lab
Month Course Book Assessment
FA Tasks
October L-5 Editing in MS Paint 51 Selecting the Drawing 52 Using Clipboard 53 Image Group 54 Changing the Size of an Image
FA - 3 (Oct-Nov)
1 Class work done in book and notebook
2 Make a greeting card for your teacher using all the tools of MS Paint
November L-6 LOGO A Computer Language 61 LOGO 62 Starting MSW Logo 63 Components of a LOGO 64 LOGO Primitives 65 Repeat Command 66 Exiting LOGO
3 Lab Activity related to L-6
4 Make a list of shortcut of commands on a thick sheet
December L-7 LOGO Arithmetic 71 Revision of LOGO Primitives 72 Print Primitive 73 Calculations in LOGO 74 Print with Logical Operators
FA- 4 (Jan-Feb)
1 Make a poster on LOGO Primitives
2 Lab Activity related to L- 7
3 Lab Activity related to L- 8
4 Crossword related to ldquoMS Wordrdquo
January L-8 Learning MS Word 81 Starting MS Word 2010 82 Parts of MS Word Window 83 Typing Text 84 Creating a New Document 85 Saving a File 86 Printing a Document 87 Closing a Document 88 Opening an Existing Document
February Revision of L-5 to 8 for SA- II Sample PaperndashII(PgNo98) Olympiad Practice Sheet (Pg No 104)
March Revision of all the Chapters for SA II SA -2 L-5 to 8 Complete with MCQ TrueFalse Fill in the blanks Match the Columns Crosswords Identify and label the pictures and Question Answers + Lab Activities related to L 5 to 8 done in the Computer lab
Assessment Rubrics(Source CBSE CCE Manual)
REPORTING STUDENTSrsquo ACHIEVEMENT While reporting studentsrsquo achievement in different areas indirect grading in absolute scale having five points may be used The grades will stand for the following distribution of marks A+ Outstanding 90 - 100 A Excellent 75 - 89 B Very Good 56 - 74 C Good 35 - 55 D Scope for improvement Below 35 The grade of the child can be computed in the achievement card based on the percentage of presence of behaviour indicator in the above category of percentiles Besides certain remarks can be made in scholastic and co-scholastic areas as well as the achievement level of the child These remarks will help the parents and the child to provide the learning skills in that area by devoting more learning efforts Thus continuous and comprehensive evaluation is a useful proposition for improvement of studentsrsquo achievement through continuous diagnosis remediation encouragement and appreciation It requires coordinated and concerted efforts on the part of Principals teachers and parents for the multifaceted personality development of the child The enclosed rating scales are expected to help the teachers in proper placement of students in terms of the different grades
LANGUAGES Aspects Sub-
Skills A+ A B C D
01
Re
ad
ing
Sk
ills
(L
ou
d R
ea
din
g)
Pro
nu
nci
ati
on
Can read short storiesarticleswords on ones own and uses his phonetic skills to pronounce new words
Can read short storiesarticle on ones own most of the time Uses his phonetic skills to pronounce new words most of the time
Can often read short stories with varying speed and guidance most of the time
Can read short stories with varying speed and guidance from the teachers most of the time
Needs help and prompting by the teacher all the time
Flu
en
cy
Can read simplecomplex passages fluently with proper speed expression and pronunciation
Can read simplecomplex passages fluently with speed but needs occasional prompting
Can read simple passages but takes time to read each word lacks fluency speed and expression
Can read simple passages with guidance or prompting most of the time
Fumbles a to while reading even simple sentences Needs help all the time
Co
mp
reh
en
sio
n Can read and
understand text and answer questions correctly
Can read and understand text and answer most of the questions correctly
Can read and understand text and answer some of the questions correctly
Can read and understand text with the help of teacher
Cannot comprehend the text at all
Aspects Sub-Skills
A+ A B C D 0
2 W
riti
ng
Sk
ills
Cre
ati
ve
Wri
tin
g
Can write short stories and paragraphs with accuracy and originality in sentence construction and use of vocabulary Ideas are arranged logically
Can write short stories and paragraphs on a given topic with a fair degree of accuracy Displays originality sometimes Ideas are generally logically arranged
Writes stories and paragraphs but makes quite a few errors
Can write short connected descriptive sentences on ones own with some grammatical errors
Cannot write even short sentences of ones own makes a lot of mistakes
Ha
nd
wri
tin
g
Is neat and legible All letters and strokes are consistent and joined correctly Transcription is error free
Is neat and legible Occasional inconsistency seen in formation of letters and strokes Transcription is error free
Is legible but sometimes inconsistent with his strokes and letters Transcription has occasional errors
Handwriting is not very neat Transcription has many errors
Is neither legible nor consistent
Gra
mm
ar Can write sentences
accurately Can write sentences accurately most of the time
Can write sentences with quite a few errors
Can write sentences with a lot of mistakes
Cannot write with accuracy Needs help very often
Sp
ell
ing
s Can spell all words correctly Tries to spell new words
Can correctly spell all the words most of the time Falters occasionally
Can correctly spell words but sometimes makes mistakes
Makes a lot of spellings mistakes
Cannot spell words properly Has to be helped
Vo
cab
ula
ry Has a rich
vocabulary Often uses new words and phrases in written and spoken forms
Has a good range of vocabulary and phrases Uses new words only most of the time
Has a fair range of vocabulary Uses new words sometimes
Vocabulary is limited to only those words which have been taught in class
Has a poor stock of vocabulary
03
Sp
ea
kin
g
Sk
ills
Co
nv
ers
ati
on
Is fluent and spontaneous Responds to situations appropriately and accurately Can narrate incidentsanecdotes and can participate in a discussion on a given topic with ease
Is fluent and spontaneous most of the time Responds to the situations appropriately but fumbles for words occasionally Can narrate incidentsanecdote and can participate in discussions with efforts
Lacks spontaneity fluency and accuracy sometimes Response time rather long Needs prompting most of the time
Lacks spontaneity fluency and accuracy
Needs help most of the time
Re
cita
tio
n
Can recite a poem or a story with proper speed Dictation expression and tone
Can recite a poem or a story with proper speed or expression but makes occasional mistakes in pronunciation or forgets at times
Can recite a poem or story with occasional prompting Expression is not very strong and effective
Cannot recite an entire poem or story without prompting Pronunciation expression is not appropriate
Recitation is poor Lacks expression
04
Lis
ten
ing
Sk
ills
Co
mp
reh
en
sio
n
Can comprehend oral questions instructions stories poems
Comprehends oral question instructions stories and poems most of the time
Has some difficulty in comprehending Instructions stories or poems Needs guidance quite often
Understands simple conversation in familiar situations Needs simplification or translation most of the time
Cannot understand instructions Needs help all the time
Ex
tra
Re
ad
ing
Can read short storiespoems for pleasure on ones own with complete comprehension Can form opinions and evaluate characters and incidents
Reads storiespoems for pleasure Sometimes needs help in understanding the story Can form opinions and evaluate characters and incidents
Needs a lot of help with understanding of stories and poems Can evaluate a character or a situation only sometimes
Shows lack of interest in reading stories or poems Needs a lot of prompting
Not interested to read at all any extra material of ones own
Act
ivit
ies
P
roje
ct
Participates enthusiastically in activities Projects
Enthusiastically participates in activitiesProjects most of the time
Needs persuasion by the teacher for active participation
Seldom participates in activities projects assigned
Does not participate at all
MATHEMATICS
A+ A B C D
Co
nce
pt
Understands the concepts with logical thinking and good reasoning skill
Understands the concepts thoroughly
Understands the concepts and is able to apply most of them correctly Needs occasional help
Takes more time in understanding new concepts and requires frequent help
Needs help most of the time in understanding the concepts and logically applying them Activity Very confident
Act
ivit
y
Very confident original and creative in-group activities Has tremendous team spirit
Takes keen interest in doing various activities and applying the concepts to real life situations
Quite creative but needs to be more innovative and original
Takes interest but needs to be more systematic and organized
Lacks initiative and is disinterested in-group activity
Ta
ble
s
Has understood the concept of grouping the numbers and knows the tables by heart Can also do dodge tables
Knows the tables but falters a little in dodge tables
Knows the tables but Makes mistakes in tables of higher number Falters in dodge tables
Has not understood the concept of tables Makes a lot of mistakes in dodge tables
Has not learnt the tables Cannot do dodge tables at all
Me
nta
l a
bil
ity
Takes immense delight in working with mathematical problems mentally
Has a good number sense Quick in solving problems mentally
Solves mental sums with ease but at times makes careless mistakes
Can perform mental calculations but falters occasionally
Slow in solving sums mentally
Wri
tte
n
wo
rk
Work is neat and methodical Presentation is a source of inspiration for others
Neat and systematic work
Neat and regular work but sometimes not up to the mark
Often the work is untidy and the figures are shabbily drawn
Untidy work Late in submitting the assignments
ENVIRONMENTAL SCIENCE
En
vir
on
me
nta
l S
en
siti
vit
y
Has the ability to reason does independent thinking has value appreciation for truth and aesthetic sensitivityobservation
Can do some independent thinking and is quite observant with reflexes of occasional appreciation
Can attempt to answer simple questions based on reasoning and observation
Has difficulty in reasoning and observing Can attempt to answer simple questions
Needs prompting to answer simple questions
Act
ivit
y
Pro
ject
Very innovative Collects information is able to present the work neatly does reference work
Work is informative and neat most of the time
Work is informative and more or less neat tends to take support and help
Presentation needs improvement less informative
Work is untidy and files not well kept and work is least informative
Gro
up
D
iscu
ssio
n
Listens to others point of view and is able to add to them Makes interesting observations has a good organization of thoughts
Listens to others View point and hesitates to answer
Listens passively and offers no views hesitates to answer needs occasional help to give views
Has some difficulty in comprehending instructions has to be prodded to give answers
Has difficulty in paying attention and following instructions needs simplification most of the time
SCIENCE C
on
cep
t Excellent ability to understand grasp recall define and reason Understands and differentiates textual material with great case Is able to apply relevant knowledge and tabulate facts well Reads and comprehends text diagram and web chart quickly
Good ability to understand grasp recall define and reasons Understands the textual material with ease Is able to apply relevant knowledge Reads and comprehends text diagram and web chart
Can understand and recall the textual material Is able to apply relevant knowledge and tabulate facts can read and comprehend diagrams and web charts
Can understand grasp recall define and reason Understands the textual material and with help from the teacher Is able to tabulate facts well Reads and comprehends text diagram and web chart with difficulty
Needs continuous guidance in understanding Finds difficulty in reading and comprehending text
Act
ivit
y
Pro
ject
Voluntarily participates in all the activities and enjoys experiments Highly appreciable creative and original in presentation Is explorative innovative and infers a result after experimenting does extensive reference work
Participates in most of the activities and Performs experiments with interest Excellent creative project presentation Is explorative and innovative in experimenting does reference work
Participates in some of the activities and performs some experiments Good project presentation with little creativity Is explorative in experimenting sometimes does reference work
Participates in very few activities and rarely performs any experiments Satisfactory project presentation not very creative Rarely read any reference books
Needs a lot of encouragement to participate in activities or perform experiments Project presentation is not creative and systematic Not interested in extra reading
Sci
en
tifi
c S
kil
ls
Has a very keen observation inquisitive approach likes to experiment in a systematic way and draws accurate diagrams and records information correctly carefully and systematically Is able to analyze draw inference and apply information
Has a keen observation is inquisitive does systematic work and draw neat diagrams records information correctly carefully and systematically Is able to analyze draw inference and apply information
Sometimes inquires about concepts usually does experimentation in a systematic way and draws diagrams correctly Records information Is able to draw inference and apply information with some difficulty
Rarely inquisitive Does experimentation when told not very systematic work and untidy diagrams Is not able to draw inference and apply information
Not interested in experimentation recording or drawing inference Not very tidy and organized in his work Generally disinterested
Gro
up
Dis
cuss
ion
Actively participates and usually leads all group discussions Very often makes interesting observations and adds to the points given Can analyze points critically and generate new ideas
Actively participates Good relations with other members Often makes interesting observations can analyze some points critically
Participates sometimes Satisfactory relations with other members Sometimes makes interesting observations Can analyze few points
Hesitant to participate in-group discussions Poor relations with other members Rarely makes observations Unable to analyze points
A passive participant Never makes observations unable to analyze points
COMPUTER EDUCATION
Sk
ills
Very confident in using graphic skills word processing skills and operating skills
Skilled in operating and word processing skills
Shows excellent eye hand coordination in operating skills
Uses computer to enhance his knowledge on various topics taught in class Uses computer as a tool
Needs help from the buddy to complete his assignments
Ap
titu
de
Excellent in selecting and using different colours creating pictures and identifying different features of multimedia in work presentations
Shows special aptitude in using tools to create shapes and lines
Works with confidence and handles mouse with competence
Is able to combine text and graphics with help from teacher
Takes time to locate keys on the keyboard
GAMES
En
thu
sia
sm Plays with full
intrinsic Motivation
Plays with full intrinsic motivation most of the time
Plays with zeal but of his choice games
Plays but only when commanded
Always gives excuses
Dis
cip
lin
e
Obeys all class discipline voluntarily and plays by following all rules of the game
Obeys all class discipline voluntarily most of the time and plays by following all rules of the games
Obeys class discipline on command and follows rules only suited to his advantage
Obeys due to fear of punishment Follows rules on command with displeasure
Lacks discipline
Te
am
sp
irit
Has team spirit and plays for winning
Has team spirit and plays for winning most of the time
Puts his effort individually
Shows team harmony on and off
Not a team player
Tal
ent
Str
en
gth
a
nd
sta
min
a
spee
d)
Outstanding development of skills and displays high performance
Excellent development of skills and displays high performance most of the time
Very good skill development but performs occasionally
Average skill development
Slow skill development`
MUSIC
Inte
rest
Always very keen to learn and follow given instructions
Very keen to learn and follow instructions most of the time
Needs little drive to learn and start
Sometime shows interest
Does not show much interest
Rh
yth
m Child has a good
sense of rhythm and keeps pace with the beat
Child has a good sense of rhythm and sometimes falters in keeping pace with the beat
Sometimes loses pace with the beat
Sometimes goes off the beat and cannot make it up
Does not have the sense of rhythm
Me
lod
y Child has a good
sense of tune Child has a good sense of tune and goes off key Occasionally
Child goes off key sometimes can come back in tune
Child has the sense of time but goes off key in higher octave
Child does not have much sense of music
PERSONALITY DEVELOPMENT
Co
urt
eo
usn
ess
Very careful about wishing saying sorry thank you and excuse me Always stands up to give respect Always speaks politely and uses good vocabulary never interrupts in between
Wishes others most of the time says sorry thank you and excuse me stands up to give respect speaks politely never interrupts in between
Many times wish others (says sorry thank you and excuse me) Some times interrupts in between speaks politely may times
Sometimes avoids to wish (says sorry thank you and excuse me) Some times speaks politely interrupts in between
Avoids wishing (say sorry thank you and excuse me) Aggressive and impolite
Co
nfi
de
nce
Always very confident in carrying out various activities
Very confident in carrying out various activities most of the time
Confident in carrying out most of the activities
Quite confident but needs to come up with hisher ideas
Needs to develop confidence
Ca
re o
f B
elo
ng
ing
s Always respects the belongings and takes care
Takes care of self as well as others property most of the time
Most of the times takes care of belongings
Takes care but does not bother about others
Careless about self as well as others property
Ne
atn
ess
Always wears proper and neat uniform Very careful about personal hygiene
Wears proper and neat uniform Sometime nailshairteeth not clean
Wears proper and neat uniform most of the time
Most of the times in improper uniform often not careful about hygiene
Often untidily dressed
Re
gu
lari
ty a
nd
p
un
ctu
ali
ty
Very particular about being regular and punctual to school classroom Always regular in doing and submitting assignments and projects
Often particular about being regular and punctual to schoolclassroom often regular in doing and submitting assignments and projects
Sometimes particular about being regular and punctual Sometimes late in submitting assignments
Sometimes irregular and not punctual to schoolclassroom Sometimes late in submitting assignments and projects
Irregular and sometimes late to schoolclassroom Rarely submits assignments and projects in time
Init
iati
ve
Always tries to do things independently Always ready to participate in oral discussionsextra curricular activities
Most of the times tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Often tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Sometimes tries to do things independently Sometimes ready to participate in oral discussionsextra curricular activities
Never does things independently a voids participating in oral discussionsextra curricular activities
Sp
irit
of
serv
ice
Always volunteers to participate in all activities for a social cause Always ready to help others
Volunteers to participate in activities for a social cause most of the time Often ready to help others
Often volunteers to participate in activities for a social cause Often helps others
Sometimes volunteers to participate in activities for a social cause Sometimes helps others
Rarely participates in activities for a social cause Never bothers to help others
Re
spe
ct o
the
rs
pro
pe
rty
Always follows rules and regulations Takes good care of property and consciously makes efforts to keep the environment clean
Most of the time follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Often follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Sometimes follows rules and regulations Does bother about others property Sometimes litters hisher surroundings
Does not follow rules and regulations Is not sensitive about others property Often litters hisher surroundings
Se
lf c
on
tro
l
Well disciplined in the classroom corridors staircase Never misbehaves or fights in the playgroundbreak Emotionally a balanced child
Disciplined in the classroomcorridorsstair case most of the time Never misbehaves or fights in the playgroundbreak
Disciplined in the classroomcorridors staircase most of the time Occasionally misbehaves or fights in the playground break
Disciplined in the classroom but not in corridors staircase Often misbehaves or fightsbullies in the play groundbreak
Indiscipline in the classroomcorridorsstaircase Mostly misbehaves fights bullies in the playgroundbreak
ART amp CRAFT
Inte
rest
Shows great enjoyment and aptitude for drawing and painting - recognizes the value of art
Shows great enjoyment and aptitude for drawing and painting ndash recognizes the value of art most of the time
Enjoys drawing and painting Shows imagination some time
Prefers to be guided than using his own imagination
Prefers to reproduce what is seen Needs repeated instruction
Cre
ati
vit
y
Has original drawing and innovativeness in the work Shows more feeling and expressions in hisher work
Has original drawing and innovativeness in the work shows more feeling and expressions in hisher work most of the time
Good at reproducing Shows feelings and emotions
Can communicate the ideas in terms of effect and appeal
Lacks creativity and looks for ideas and instructions from the teachers
Sk
ill
Excellent development of skills and high performance
Excellent development of skills and high performance most of the time
Skills development is good but performs occasionally
Very slow skill development
No skills
Learning Indicators (Source NCERT CCE Manual)
ENGLISH
At the end of class III learners will be able to do the following (Learning outcomes) Talk about themselves members of the family and the people in their surroundings Follow simple instructions requests and questions and use formulaic expressions
appropriately Enjoy doing tasks (including singing a rhyme or identifying a person object or thing)
in English Recognize whole words or chunks of language Recognize small and capital forms of
English alphabet both in context and in isolation Read simple wordsshort sentences with the help of pictures and understand them
Write simple wordsphrasesshort sentences Listening Curricular Expectations Understand simple English language spoken in their immediate environment Enthusiasm to listen to English with understanding Appreciate non-verbal clues and respond through speaking body language
Pedagogic Processes Clear lip movement for children with hearing impairment to lip read
Familiarizing children with day to day spoken English (small sentences and phrases) in class assembly playground etc with peersgroups
Creating learning situations for using greetings and polite forms of expression Using formulaic expressions such as lsquoSit in a circlersquo and helping children become familiar with these expressions and use them
Familiarizing children with the sound system of English through chunks of language such as ldquoan applerdquo and connecting it with visualsrealia
Giving oral instructions for gamesactivities in simple English Introducing content and devising tasks that encourage children to draw on diverse
experiences and make connections with what is worthwhile and important to them Encouraging children to watch English cartoons (Listening and speaking are
developing in conjunction) and speak about it Providing input via audio-videoreading out from material and generating interest
through pair and group workrole-play Facilitating pairgroup work where children share their experiences
Providing learning situations such as role play to listen and communicate messages Using picture clips photos singing storytelling effective questions music etc
Narrating variety of stories from the textbook and beyond helping children to talk about the main idea Using a number of facial expressions dramatizing and picturising stories
Asking questions based on the texts using mother tongue and scaffolding wherever necessary using role play
Reading aloud action songspoems encouraging children to sing collectively (Listening and speaking are connected) using gestures
Giving dictation of a few simple sentences to enable children to listen and write (Listening is linked with speakingwriting)
Playing music (non-verbal) and encouraging children to express themselves through speech action dance drama photographs film clips puppets comics displays and singing
Drawing attention to onomatopoeic sounds such as a tap-tap buzz grrr etc
Learning Indicators (Progression) Listening Responds to English words and sentences used in classschool in home
languageEnglish eg mode of transportation post office other sources etc and reads the poem aloud and
enact etc Responds to simple greetings and polite forms of expression in Englishhome
languagefacial expressionbody language eg Please work with your friend etc Let us tidy the place (simple 6-8 sentences)
Follows rules of gamesactivities eg Today we will play lsquorelay racersquo Do you know how is it played Irsquoll tell you the rules and wersquoll play
Engages with English cartoons childrenrsquos filmsvisuals eg Describe what you saw in the film and other related questions etc
Shows interest in listening to experiences of her peers and others in English and home language eg All the students had gone for a picnic and are now sharing their experiences
Attends to oral messagestelephonic communications and communicates them in English home language eg Receives messages and conveys Listens to new words and pointsindicates objects and persons eg Listening a story and understanding the meaning of words in context
Understands the story and tells the main action in it (Listening amp Speaking in conjunction) in home languageEnglishsign language
Shows enthusiasm to listen to English poems songs jokes eg Birds sing phone rings Responds to questions asked on textual material narrated stories in English home language eg Do you enjoy train rides
Takes dictation of chunks of words eg describing the classroom Draws with interest after listening to the input eg Follows steps and does the task and
also listens and writes wordssentence with understanding such as let us make an envelope
Enjoys rhyme and rhythm of poems and sings aloud eg I found a shell a curly one Lying on the sand Appreciates music and expresses in actionspeech Listens and co-relates various onomatopoeic sounds talks about them eg Tak tak is anybody there
Speaking Curricular Expectations Able to speak English along with home languageAble to ask questions Able to recite poems say dialogues phrases from stories plays etc Pedagogic Processes Encouraging lip reading to understand words even without sound Creating learning situations to introduce themselves to a new studentanother
teacher a visitorprincipal Familiarizing children with new vocabulary as per their context and making them
speak Using pictures objects realia models and wall displays at eye level large prints and signs Providing input encouraging for participation in class morning assembly programmes Providing situations picturesimagesartifacts to help children speak about them in pairgroups Creating learning situations via-drama storytelling group work role-playmock-
telephonic conversationsconversations between and among family members connecting it with the characters from lessons
Creating learning situations to speak about hobbies games food etc Giving a prompt to help children speak ldquoYou know I read a story which goes like thisrdquo
ldquoOnce my brother played a prank on me rdquo Based on the reading of the text children are encouraged to speak eg comprehension
connecting to previous knowledge
Varying the input as per the special needs of the child with hearing impairment Connecting learning to the real world and encouraging them to ask questions such as
Why canrsquot we play now Encouraging children to imagine and speak about characters and situations using
prompts or pictures to help children create stories Encouraging children to raise queries amp ask questions through various modalities like
visual auditory and kinesthetic Providing poems (from textbooks and other sources chosen by the teacher children
from childrenrsquos magazines childrenrsquos section in newspapers) All the bells are ringing there 10 Providing storiesplays (from textbooks and
beyond the textbook) Learning Indicators (Progression) Speaking Uses simple sentences to introduce herself in English home languagesign language
eg I am Jagat I study in class III I like ice cream and orange juice Speaks as per context eg Given a context from the text or real world gives appropriate
words Participates in different events such as role play poetry recitation drama organized
in school from time to time Speaks about situationspicturesimages in English and home language
Engages in conversation in English and home language with friends teachers and family using simple sentences and Responses eg The kite is flying The aero plane also flies
Narrates her personal experiences anecdotes stories she has read or heard in Englishhome languagesign language eg My pup is very sweet
Makes requests uses greetings and polite forms of expression Expresses her likes and dislikes eg I like to jump and skip Responds especially to the textual questions being asked in both English class and in
other subject classes in Englishhome language Narrates stories (imaginarydreamsactual situations etc) Asks questions about
things around her Asks questions based on the textbeyond the text out of curiositywhile engaging in conversation
Recites rhymes poems songs in groups and individually and through acting out Says phrasesdialogues from storiesplays Retells main idea of the storyplay
Reading They recognize some words in English and make some attempts to read unknown words using initial sounds They mostly rely on illustrations and teacher support to establish meaning in a text and may not understand everything that they read While they continue to use early decoding skills they are not yet able to predict from language context alone because of their yet developing English proficiency Gradually they can follow and read short simple texts along with the teacher and in class as shared reading activities
Curricular Expectations Understand the main idea locate details in the text (seen and unseen) Able to ask questions Understands the form and functions of grammar in context
Pedagogic Processes Providing visualspointing to illustrations in texts to encourage children to read
Familiarizes children with both small and capital letters of the alphabet Facilitating comprehension through various textsmovementactions Facilitating children to locate details sequence of ideas and eventsidentifying main
idea through various types of comprehension questions Facilitating children to relate ideas of the text with personal experience through
questions and interaction Introducing stories to facilitate comprehension Listening to poems showing
understanding through tone volume and action Introducing different kinds of texts such as descriptions stories folktales and poems
Providing beyond the text materials such as advertisements notices etc Facilitating reading of childrenrsquos magazines and childrenrsquos section of newspapers and
enriching the reading habits through exposure to school library reading corner Introducing titles of books movies etc Encouraging children to raise questions based
on their reading Drawing attention towards use of grammar in context and explaining it such as nouns
adjectives etc eg red rose Drawing attention to the use of punctuation through a variety of texts such as use of
capital and small case comma full stop Learning Indicators (Progression) Reading Reads small texts with comprehension Identifies locates main idea details and the
sequence of ideas and events and draws conclusions based on reading Relates ideas with her personal experiences eg After reading a story on travel is able
to connect with her experience of travelling in a bus train etc Reads and relates texts of home language Recognises themes such as triumph of good over evil Engages with different kinds of texts descriptions stories folktales and poems eg
She narrates the story that also deals with similar issues and connects with her life Connects with real life including home languagesign language
Engages in reading beyond the text materials and enjoys reading Infers the meaning of unfamiliar words by reading them in context
Reads titles of books movies captions Asks questions based on the reading or out of curiosity
Uses simple grammar in sentences eg Jamala is a good student Uses appropriate punctuation eg Jatin is my friend
Writing They develop the ability to use some basic conventions of writing in English They write texts using sentence structures based on oral structures and very simple repetitive texts By the end of class III they are beginning to write their own very short simple texts They write with less need for teacher transcription Their attempts at spelling depend on sounds Children begin with one word to phrases to sentences across class levels
Curricular Expectations Able to write short simple texts Pedagogic Processes Facilitating children to form letters and spacing properly Familiarising children with words from the text and immediate surroundings Drawing attention to the use of capital letters and punctuation marks such as full stop
comma question mark etc Giving dictation of sentencesshort paragraphs (listening and writing are developed in conjunction)
Providing texts (seen amp unseen) and encouraging writing answers to comprehension questions Providing verbalvisual clues to develop words sentence paragraphs Encouraging children to write on self family pets and home etc (Giving extra time
for children writing in Braille) Providing examples of writing through a variety of examples Providing examples of wordsphrases (linkers) to indicate sequence such as lsquoandrsquo butrsquo etc Providing examples of written texts to familiarize with grammar in context Familiarizing children with rhyming words creating rhythm through a poem Providing a variety of contexts such as going for a picnic a fair etc and helping them
develop new vocabulary Learning Indicators (Progression) Writing Draws enthusiastically according to the context and writes a little name etc Uses proper spacing between letters words and sentences Writes familiar words phrases simple sentences in Braille or print Uses capital letters and punctuation marks eg Finally I dressed up and went to school Takes dictation of chunks of words eg items needed for class library Writes answers for textual questions after comprehension (Writing is linked to
reading) Writes wordssentence paragraphs with the help of verbalvisual clues eg Pictures of
flowers fruits animals etc and writes Writes descriptions narratives 5-6 simple sentences on personal experiences Describing any event place object eg Look at the fish tank and write three sentences what you see
Uses appropriate punctuation forms in a variety of written texts Writes rhyming words eg Day-bay mouse house etc Makes lists for various purposes eg Prepare a list for class picnic mat water bottle tiffin towel bag etc Contributes for the school magazine (drawing with caption etc)
Concern for Immediate Environment Curricular Expectations
Develop concern for immediate environment (both physical and social) through observation which leads to development of language skills in an integrated manner Pedagogic Processes
Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and providing related vocabulary
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
हहॊदी ऩाठमकरभ विबाजन का ndash 3 भास अभत
हहॊदी ऩाठभारा
वमाकयण सोऩान
हहॊदी वमाकण अभमास ऩसततका
दशमशरवम
साभगरी ऩततकीम यचनातभक गततविधधमाॉ
यचनातभक गततविधधमाॉ
एप ए -1अपरर स भई
अपरर
ऩाठ ndash 1 हभको ऻान दो
ऩाठ ndash2
वह सयज था
ऩाठ ndash 1
हहॊदी वणण ऩाठ ndash 2 नाभ
अऩहठत गदमाॊश
ऩषठ 100 व101
ऩाठ ndash 1 सॊमकत वमॊजन
ऩाठ ndash 2 सॊऻा
वीडडमो वमाकयण
ऩाठ ndash2
1 वनम ऩशओॊ क चितर चिऩकाना ऩाठ ndash 2
2 वणो को करभ स जोडकय तततरी फनाना
वमाकयण ऩाठ ndash1
3 अख़फाय स भखम सभािाय क शबदो को काटकय वणणभारा करभ भ चिऩकाना
वमाकयण ऩाठ ndash1
4 परससदध वमसकतमो वततओॊ व तथानो क चितर स एलफभ फनाना
वमाकयण ऩाठ ndash2
1कववता
2नाटमभॊिन
3फहववकलऩीम
परशन वमाकयण
4का
कामण व गह कामण
भई
ऩाठ ndash3 यॊगा ससमाय
ऩाठndash3 ऩहिान
ऩाठ ndash 4 एकndashअनक
अऩहठत गदमाॊश
ऩषठ-102
अनचछद ndash भया ववदमारम ऩषठ-82
ऩाठ ndash 3 सवणनाभ
ऩाठ ndash 4
ववशषण
वीडडमो ऩाठ ndash3 वीडडमो वमाकयण
ऩाठ ndash4
5 चितरकथा को नाटक भ फदरकय असबनम कयवाना ऩाठ -3
6 अऩन आसऩास व का स सॊफॊचधत ततरीसरॊग व ऩसलरॊग शबद अरग कयक सरखो वमाकयण ऩाठ ndash3
एप ए -2 जराई स अगतत जराई ऩाठ ndash4
गोयमा औय कौआ
ऩाठ ndash5 तीन सहरी भछसरमाॉ ऩाठ ndash6
सनो घय
की फात
ऩाठ ndash7
ववदमारम
ऩाठ ndash5
नाभ की जगह
ऩाठ ndash6
कौन ndash कसा
ऩाठ ndash7
काभ
ऩतर-1 ऩषठ 88
अनचछद ndashभया ववदमारम
ऩाठ ndash5 करकरमा
ऩाठ ndash6
सरॊग
वीडडमो ऩाठndash 5
1 ततनको स चिडिमा का घोसरा फनाना
ऩाठ ndash 4
2यॊगीन कागज़ स ndashभछरी का कोराज फनाना ऩाठ ndash 5
3अनचछद ndashभया ववदमारम
4 ऩॊितनतर की कहानी 5 ऩतर ndashऩतरतरकाओॊ स करकरमा सॊफॊधी चितर एकतर कयक एलफभ भ रगाना वमाकयण ऩाठ ndash7
1यिनातभक
करकरमाकराऩ
ऩाठ ndash5
2सरखखत ऩयीा
अगतत ऩाठ ndash8 हभाय ऩजाघय
अनचछद-
ऩजाघय
ऩाठ ndash9
भातटय जी की करास
ऩाठ ndash10
हभाय भागणदशणक
ऩाठ ndash8
फात औय फात ऩाठ ndash9 ववयाभ चिहन
अऩहठत गदमाॊश
ऩषठ-103
अनचछद-जफ भय घय भ ऩानी
नहीॊ आता ऩषठ-83
ऩाठ ndash7
विन
वीडडमो ऩाठ-9
1नाटम भॊिन ऩाठ ndash9
2धासभणक तथरो क चितर चिऩकाना ऩाठ ndash 8
3ऩाठ भ आए भहाऩरषो स सॊफॊचधत एक-एक नततक भलम सरखना ऩाठ ndash10
4ववसबनन ऩजाघयो स सॊफॊचधत वीडडमो ऩाठ ndash 8
5 जातक कथाएॉ
वीडडमो
3शरवण कौशर
4 का
कामण व गह कामण
एसए ndash 1 ससतॊफय
एप ए -3 अकतफय स निॊफय अकतफय ऩाठndash13
याषरीम धवज
ऩाठndash14
याजदर परसाद
ऩाठ ndash12
एक जस शबद
ऩाठ -13 शबद एकअथण कहानी-रखन
ऩषठ-92
ऩाठ ndash10
शदध ndashअशदध शबद
ऩाठ -11
अनक शबदो क सरए एक शबद
1यॊगीन कागज़ व सीॊक दवाया झॊडा ऩाठ-13
फनाना
2 कछ चितर एकतर कयक एलफभ भ चिऩकाकय उनक ऩमाणमवािी शबद सरखना
वमाकयण ऩाठ -12
3 ऩाठ भ आए अनकाथी शबदो को सॊदय अयो भ अरफभ भ सरखना वमाकयण ऩाठ -13
1यिनातभक कामण
2 अनचछद रखन
ससतॊफय ऩाठ ndash11
आिामण िाणकम
ऩाठ ndash12
गसरतताॉ हभाया
ऩाठ ndash10 भहावय
ऩाठ ndash11
ववरोभ शबद
ऩतर -2
ऩषठ-89
ऩाठ ndash8
ववरोभ शबद
ऩाठ ndash9
ऩमाणमवािी शबद
वीडडमो ऩाठ ndash11
1चितरकथा रखन ऩाठ-11
2परो की ऩसततमो दवाया चितर फनाना ऩाठ12
31 स 50 तक हहॊदी चगनती एलफभ भ सरखना
वमाकयण ऩाठ -10
4 भहावयो का परमोग कयत हए कहानी सरखना
वमाकयण ऩाठ -10
ववरोभ शबदो क चितर एलफभ भ रगाना
वमाकयण ऩाठ ndash 11
अभत हहॊदी ऩाठभारा
ऩाठ 1 स 11
वमाकयण सोऩान
ऩाठ 1 स 6
अभमास ऩसततका ऩाठ 1 स 7
ऩतर व अनचछद रखन
नवॊफय
हदसॊफय
ऩाठ ndash15
भाॉ धयती ऩाठ ndash16
हभायी दतनमा
ऩाठ ndash17
हहॊदी चगनती ऩाठ ndash18
अॊतरय
ऩाठ ndash19
ईदगाह
ऩाठ ndash20
तनमभ
ऩाठ-14 अनक
शबदो क सरए
एक शबद
ऩाठ-15 सभह क सरए एक शबद
कहानी-रखन
ऩषठ-94 अनचछद ndashऐस भनाई
तरफना ऩटाखो क दीवारी ऩषठ-90
ऩाठ-16 चगनती ऩाठ-17हदन भहीन
अऩहठत गदमाॊश
ऩषठ-104
ऩतर-रखन ऩषठ89
ऩाठ -12
तकफॊदी ऩाठ -13 हदशा
ऩाठ ndash14
सजनातभक
कामण
ऩाठ ndash15 व 16
अऩहठत गदमाॊश
1सौय ऩरयवाय का चितर फनाना ऩाठ ndash16
2ऐस कछ रोगो क
चितर िऩकाना जो हभायी सहामता कयत ह-
वमाकयण ऩाठ -14
1 1स 50 तक हहॊदी चगनती एलफभ भ सरखना वमाकयण
ऩाठ -10
2 कहानी सनाना
3कववता ऩाठ
4 का कामण व गह कामण
एप ए -4 जनियी स पयियी
एसए ndash 2 भाचच भािण अभत हहॊदी ऩाठभारा ऩाठ 12 स 22 तक
वमाकयण सोऩान ऩाठ 2 5 6 व 7 स 12 तक
ऩतर व कहानी रखन
अभमास ऩसततका ऩाठ 8 स 19
जनवयी
पयवयी
ऩाठ ndash21
सतमवादी याजा हरयशिॊदर
ऩाठ -22
टरीववजन का जादगय
ऩाठ-18 ऩश-ऩकषमो कीफोसरमाॉ ऩाठ-19 चितर -वणणन अनचछद ndashजफ भयी ऩततक खो गई थी
ऩषठ 83
कहानी-रखन
ऩषठ-95
ऩाठ-20 सॊवाद-रखन
अनचछद ndash भयी भाॉऩषठ-82
ऩतर रखन ऩषठ90
कहानी-रखन ऩषठ-95
ऩाठ ndash17 याषरीम ऩवण
ऩाठ18
कववता रखन
ऩाठ ndash19
चगनती
1नाटम भॊिन
ऩाठ ndash 21
2आववषकायको
क नाभ
ऩाठ ndash 22
1नाटम भॊिन
2फहववकलऩीम परशन वमाकयण
3 का
कामण व गह कामण
4 का
कामण व गह कामण
Syllabus Distribution of Maths (Class III)
Month Course Book Work
sheet
Assess
ment
FA Tasks
April Ch-1 Numbers and Numeration
Revision Number Name up to Thousands Place Value Expansion of Numbers Comparison of Numbers Successor and Predecessor Skip Counting Ch-2 Roman Numerals
Basic Symbols Reading and Writing Roman Numerals
Pg No 1
to 10 and
15 to 17
FA1
(April-
May)
1 MCQ (Ch-12)
2 Number Games
May Ch-3 Addition
Addition of 23 and 4-digit number with
carry and without carry
Facts about addition Solve and Frame the Word Problem Estimation Mental Arithmetic
Pg No 18
to 23
3 Forming
Roman
Numerals
using
Matchsticks
4Homework
and
Classwork
July Ch-4 Subtraction
Subtraction of 23 and 4-digit number with borrowing and without borrowing
Facts about Subtraction Solve and Frame Word Problem Estimation Mental Arithmetic Ch-5 Multiplication
Multiplication by 1 and 2-digit Number Properties of Multiplication Word Problems related to Multiplication
Pg No 24
to 43
FA-2
(July-
August)
1 Activity based on Subtraction using Geometrical Shapes
2 Activity based on Multiplication using Flash cards
August Ch-6 Division
Facts about division Relation between Multiplication and
Division Long Division Method with Remainder
and without Remainder Number Stories
Pg No 44
to 54
3 Activity on Division (Rajma and Ice tray)
4 Homework and Classwork
Month Course Book Workshe
et
Assess
ment
FA Tasks
September Ch-8 Geometrical Shapes Plane Shapes Solid Shapes Tangram Perimeter Circle Symmetry
Pg No 75 to 87
SA-1 (Sept-
ember)
Ch-1 to 6
October Ch-7 Fractions Like and Unlike Fractions Equivalent Fractions Comparison of Fractions Ascending and Descending Order Addition and Subtraction
Pg No 55 to 59 73 and 74
FA-3 (Oct- Nov)
1 Pen- Paper test (Ch-7 8) 2 Activity based on Fractions by showing shaded and un shaded parts
November Ch-10 Money Conversion of Money Addition and Subtraction Multiplication and Division Make Rate Charts and Bills
Pg No 66 and 67 88
to 91
3 Activity on Geometrical Shapes through paper cutting and folding 4 Homework and Classwork
December Ch-11 Time Reading Clock Time Conversion Calendar Ch-12 Pictorial Representation of Data Read and Draw Pictograph
Pg No 60 to 65
FAndash 4 (Jan- Feb)
1 Oral Test (Time) 2 Activity based on Money through artificial notes and coins
January Ch-9 Measurement(Length) Conversion Addition Subtraction
Multiplication and Division of Metric Units
Estimation
Pg No 68 to 72
3 Activity based on Time through their daily routine
February Ch-9 Measurement
(Weight and Volume)
Conversion Addition Subtraction
Multiplication and Division of the problems related to weight and capacity
Number stories
Pg No
11 to 14
4 Homework and Classwork
March Revision of Syllabus for SA- 2 SA - 2 Ch- 7 to 12
Syllabus Distribution of of EVS (Class III)
Month Course Book (My Vibrant
Planet)
Key Concept AV Experien
ce
Assess-ment
FA Tasks
April Ch-1 Our Sun and Solar System
Ch-2 Early Man
Parts of Sun Cardinal directions solar system Phases of Moon Important Discoveries by early men
Videos on
Solar System
Discovery of fire and wheel
Rotation Revolution
FA ndash 1
(April - May)
1 Pen-Paper Test Including MCQ Based on Solar System and Early Man
2 Diagram of Solar System and Different Tools used by early men
3 Creative Writing on
topic ldquoWaterrdquo
4 HW And CW
May Ch-3 Introduction to water
Forms and properties of water
Video on Uses and Forms of water
Properties of Water
July Ch-4 Uses of Water
Ch-5 Water Conservation
Ch-6 Major Cities Near Seas
Uses of water water conservation water cycle
Video on
Water cycle
FA ndash 2
(July - August)
1 Project on 3 Rrsquos
2 Group Discussion on Water Conservation
3 Pen-Paper Test on Topic Uses Source and Conservation of Water
4 HW And CW August Ch-7 The
Earth
Ch- 8 Our Environment
Parts of Earth Physical Features of India
Global Warming Pollution
Video on Types of pollution
Physical features of India
September Ch-9 Living
Things
Living Things
Characteristic
s of Living
Things
Video on
Character
-istics of
Living
Things
SA - 1 Ch- 1 To 5 7 And 8
Month
Course Book (My
Vibrant Planet)
Key Concept AV
Experience
Assess-
ment FA Tasks
October Ch-10 Plants Ch-11 Animals and Birds
Plants Parts and types of plants germination plants as sources of food different ways of cooking animals and birds shelter parts of body types of feathers and beak
Video on Germination Skeleton
FA ndash 3 (Oct ndash Nov)
1 Pen Paper Test Including MCQ Based On Properties and Uses of Air Types of Plants and Animals and Birds Classification
2 Diagram of beaks claws and germination of seed
3 Role Play on lsquoOur Bodyrsquo
4 HW and CW
November Ch-12 Our Body Ch-13 Air Around Us
Our Body Five senses external and internal organs of body skeleton And muscles atmosphere pollution
Video on External and Internal Body Organs with Function and Air Pollution
December Ch- 14 Means of transport and communication
Types of Transport and Communication
Video on Types of Transport and Communication
January Ch-15 Festivals of India Ch- 16 Dresses of India
National Harvest and Religious Festivals Seasons
Video on Types of Festivals
FA ndash 4 (Jan - Feb)
1 Pen paper Test Including MCQ on Dresses and Festivals 2 Radio Show on lsquoCelebrityrsquo 3 Project on Means of transport and communication 4 HW and CW
February Ch-17
celebrity
Life History of
Saina Nehwal
Video on
Celebrity
March Quick
Revision
SA - 2 Ch - 10 to 16
Syllabus Distribution of of GK (Class III)
Month Topics PgNo Activities April Animal Mates
Resources of Life Neighbourhood Services Amazing Machines Leaders of Change Spot the Difference Rainwater Harvesting Generating Electricity Rebus Voyage Through Oceans
6 7 17 18 25 26 34 35 46 47
1 Name some more male and female species of some other animals which are not given in book 2 Find some other neighbourhood services with the services they provide
May Our Animal Friend Kitchen Secrets Modes of Transport Shapes And Pattern Bird Watching
8 9 19 27 36-37
1 Mark the oceans and continents on map of the world
2 Name some animals (other than book) and the products we get from them
July Components of Food Marvels of the World Story Of Paper A Trip to Planetarium Substances Matters Amazing Plants
10 20 28 38 48 56-57
1 Make a list of new seven wonders with pictures
2 Collect information on any one of the aquatic plants
August Places of Interest Festivals of the World Odd One Out Water Cycle Sharpen Your Mind
11 21 29 39 49
1 Make a list of some places (other than book) of your interest with reason
2 Collect information on any one of the festival which is not mentioned in book
3 Pen paper test Pg no 6171920343539475657
September Exploring the Earth Amazing Facts
58 59
October Wetland
On the Floor
12-13
22
1 Make a list along with the pictures of various other dance forms of other countries
November Cycle of Seasons
World of Athletics Enjoy Your Meal Locating Objects Man on Moon
14-15 23 30 40 50-51
1 Draw the route map from your home to a school
2 Make a list of sports which are the parts of Olympics
January The Little Fir Tree Healthy Lifestyle Camouflage Service Before Self Sounds of Things Important Dates
32 33 42-43 44 54 61
1 Find out the names of some animals who conceal themselves by blending with their surroundings
2 Try to solve grid puzzle from the
newspaper February Maths At a Glance
Letrsquos Dress Up States and Capitals
58 59
1 Pen paper test pgno
3031415558596061 6263
March First In the World Famous Characters and Their Creations
63 64
Syllabus Distribution of Moral Education (Class III)
Month Live and Let Live
April and May Ch-1 Mind and Body
July Ch- 2 Keep Surroundings Clean
August Ch-3 Do Hard Work
September Ch-4 Courage Within Me
October Ch- 5 Letrsquos Love India
November Ch- 6 It is lsquoWersquo Not lsquoMersquo
December Ch-7 Stop Pollution
Januray Ch- 8 Being Non ndashViolent
February Ch-9 You Are Great
Syllabus Distribution of Computer (Class III)
Month Course Book Assess
ment FA Tasks
April L-1 Introduction to a Computer 11 Computer ndash A Smart Machine 12 Working of a Computer 13 Features of a Computer 14 Limitations of a Computer 15 Types of Computer 16 Computers in other Machines
FA ndash 1 (April- May)
1 Class work done in book and notebook
2 Activity of Identifying pictures
May L-2 Parts of a Computer 21 Hardware 22 Software 23 Differences between Hardware
and Software
3 Quiz Competition on the topic lsquo Hardware and Softwarersquo
4 Type the names and features of any ten keys in Word pad
July L-3 MS Windows The Operating System
31 Microsoft Windows 32 Working with Windows 7 33 Understanding Files and Folders 34 Application Window 35 Some Components of Application
Window 36 Windows XP Versus Windows 7
FA ndash 2 (July- Aug)
1 Class work done in book and notebook
2 Lab Activity related to L- 3
3 Drawing Flag of
India in Paint 4 Identifying and
naming the tools August L-4 More on MS Paint
41 Curve Shape 42 Polygon Shape 43 Menu Bar
September Revision of L- 1to 4 for SA ndash 1 Sample Paper-1(Pg No-56)
SA -1 (Sept-
ember)
L-1 to 4 Complete with MCQ TrueFalse Fill in the Blanks Match the Column Crosswords Identify and label the pictures and Question Answer + Lab Activities related to L 1 to 4done in the lab
Month Course Book Assessment
FA Tasks
October L-5 Editing in MS Paint 51 Selecting the Drawing 52 Using Clipboard 53 Image Group 54 Changing the Size of an Image
FA - 3 (Oct-Nov)
1 Class work done in book and notebook
2 Make a greeting card for your teacher using all the tools of MS Paint
November L-6 LOGO A Computer Language 61 LOGO 62 Starting MSW Logo 63 Components of a LOGO 64 LOGO Primitives 65 Repeat Command 66 Exiting LOGO
3 Lab Activity related to L-6
4 Make a list of shortcut of commands on a thick sheet
December L-7 LOGO Arithmetic 71 Revision of LOGO Primitives 72 Print Primitive 73 Calculations in LOGO 74 Print with Logical Operators
FA- 4 (Jan-Feb)
1 Make a poster on LOGO Primitives
2 Lab Activity related to L- 7
3 Lab Activity related to L- 8
4 Crossword related to ldquoMS Wordrdquo
January L-8 Learning MS Word 81 Starting MS Word 2010 82 Parts of MS Word Window 83 Typing Text 84 Creating a New Document 85 Saving a File 86 Printing a Document 87 Closing a Document 88 Opening an Existing Document
February Revision of L-5 to 8 for SA- II Sample PaperndashII(PgNo98) Olympiad Practice Sheet (Pg No 104)
March Revision of all the Chapters for SA II SA -2 L-5 to 8 Complete with MCQ TrueFalse Fill in the blanks Match the Columns Crosswords Identify and label the pictures and Question Answers + Lab Activities related to L 5 to 8 done in the Computer lab
Assessment Rubrics(Source CBSE CCE Manual)
REPORTING STUDENTSrsquo ACHIEVEMENT While reporting studentsrsquo achievement in different areas indirect grading in absolute scale having five points may be used The grades will stand for the following distribution of marks A+ Outstanding 90 - 100 A Excellent 75 - 89 B Very Good 56 - 74 C Good 35 - 55 D Scope for improvement Below 35 The grade of the child can be computed in the achievement card based on the percentage of presence of behaviour indicator in the above category of percentiles Besides certain remarks can be made in scholastic and co-scholastic areas as well as the achievement level of the child These remarks will help the parents and the child to provide the learning skills in that area by devoting more learning efforts Thus continuous and comprehensive evaluation is a useful proposition for improvement of studentsrsquo achievement through continuous diagnosis remediation encouragement and appreciation It requires coordinated and concerted efforts on the part of Principals teachers and parents for the multifaceted personality development of the child The enclosed rating scales are expected to help the teachers in proper placement of students in terms of the different grades
LANGUAGES Aspects Sub-
Skills A+ A B C D
01
Re
ad
ing
Sk
ills
(L
ou
d R
ea
din
g)
Pro
nu
nci
ati
on
Can read short storiesarticleswords on ones own and uses his phonetic skills to pronounce new words
Can read short storiesarticle on ones own most of the time Uses his phonetic skills to pronounce new words most of the time
Can often read short stories with varying speed and guidance most of the time
Can read short stories with varying speed and guidance from the teachers most of the time
Needs help and prompting by the teacher all the time
Flu
en
cy
Can read simplecomplex passages fluently with proper speed expression and pronunciation
Can read simplecomplex passages fluently with speed but needs occasional prompting
Can read simple passages but takes time to read each word lacks fluency speed and expression
Can read simple passages with guidance or prompting most of the time
Fumbles a to while reading even simple sentences Needs help all the time
Co
mp
reh
en
sio
n Can read and
understand text and answer questions correctly
Can read and understand text and answer most of the questions correctly
Can read and understand text and answer some of the questions correctly
Can read and understand text with the help of teacher
Cannot comprehend the text at all
Aspects Sub-Skills
A+ A B C D 0
2 W
riti
ng
Sk
ills
Cre
ati
ve
Wri
tin
g
Can write short stories and paragraphs with accuracy and originality in sentence construction and use of vocabulary Ideas are arranged logically
Can write short stories and paragraphs on a given topic with a fair degree of accuracy Displays originality sometimes Ideas are generally logically arranged
Writes stories and paragraphs but makes quite a few errors
Can write short connected descriptive sentences on ones own with some grammatical errors
Cannot write even short sentences of ones own makes a lot of mistakes
Ha
nd
wri
tin
g
Is neat and legible All letters and strokes are consistent and joined correctly Transcription is error free
Is neat and legible Occasional inconsistency seen in formation of letters and strokes Transcription is error free
Is legible but sometimes inconsistent with his strokes and letters Transcription has occasional errors
Handwriting is not very neat Transcription has many errors
Is neither legible nor consistent
Gra
mm
ar Can write sentences
accurately Can write sentences accurately most of the time
Can write sentences with quite a few errors
Can write sentences with a lot of mistakes
Cannot write with accuracy Needs help very often
Sp
ell
ing
s Can spell all words correctly Tries to spell new words
Can correctly spell all the words most of the time Falters occasionally
Can correctly spell words but sometimes makes mistakes
Makes a lot of spellings mistakes
Cannot spell words properly Has to be helped
Vo
cab
ula
ry Has a rich
vocabulary Often uses new words and phrases in written and spoken forms
Has a good range of vocabulary and phrases Uses new words only most of the time
Has a fair range of vocabulary Uses new words sometimes
Vocabulary is limited to only those words which have been taught in class
Has a poor stock of vocabulary
03
Sp
ea
kin
g
Sk
ills
Co
nv
ers
ati
on
Is fluent and spontaneous Responds to situations appropriately and accurately Can narrate incidentsanecdotes and can participate in a discussion on a given topic with ease
Is fluent and spontaneous most of the time Responds to the situations appropriately but fumbles for words occasionally Can narrate incidentsanecdote and can participate in discussions with efforts
Lacks spontaneity fluency and accuracy sometimes Response time rather long Needs prompting most of the time
Lacks spontaneity fluency and accuracy
Needs help most of the time
Re
cita
tio
n
Can recite a poem or a story with proper speed Dictation expression and tone
Can recite a poem or a story with proper speed or expression but makes occasional mistakes in pronunciation or forgets at times
Can recite a poem or story with occasional prompting Expression is not very strong and effective
Cannot recite an entire poem or story without prompting Pronunciation expression is not appropriate
Recitation is poor Lacks expression
04
Lis
ten
ing
Sk
ills
Co
mp
reh
en
sio
n
Can comprehend oral questions instructions stories poems
Comprehends oral question instructions stories and poems most of the time
Has some difficulty in comprehending Instructions stories or poems Needs guidance quite often
Understands simple conversation in familiar situations Needs simplification or translation most of the time
Cannot understand instructions Needs help all the time
Ex
tra
Re
ad
ing
Can read short storiespoems for pleasure on ones own with complete comprehension Can form opinions and evaluate characters and incidents
Reads storiespoems for pleasure Sometimes needs help in understanding the story Can form opinions and evaluate characters and incidents
Needs a lot of help with understanding of stories and poems Can evaluate a character or a situation only sometimes
Shows lack of interest in reading stories or poems Needs a lot of prompting
Not interested to read at all any extra material of ones own
Act
ivit
ies
P
roje
ct
Participates enthusiastically in activities Projects
Enthusiastically participates in activitiesProjects most of the time
Needs persuasion by the teacher for active participation
Seldom participates in activities projects assigned
Does not participate at all
MATHEMATICS
A+ A B C D
Co
nce
pt
Understands the concepts with logical thinking and good reasoning skill
Understands the concepts thoroughly
Understands the concepts and is able to apply most of them correctly Needs occasional help
Takes more time in understanding new concepts and requires frequent help
Needs help most of the time in understanding the concepts and logically applying them Activity Very confident
Act
ivit
y
Very confident original and creative in-group activities Has tremendous team spirit
Takes keen interest in doing various activities and applying the concepts to real life situations
Quite creative but needs to be more innovative and original
Takes interest but needs to be more systematic and organized
Lacks initiative and is disinterested in-group activity
Ta
ble
s
Has understood the concept of grouping the numbers and knows the tables by heart Can also do dodge tables
Knows the tables but falters a little in dodge tables
Knows the tables but Makes mistakes in tables of higher number Falters in dodge tables
Has not understood the concept of tables Makes a lot of mistakes in dodge tables
Has not learnt the tables Cannot do dodge tables at all
Me
nta
l a
bil
ity
Takes immense delight in working with mathematical problems mentally
Has a good number sense Quick in solving problems mentally
Solves mental sums with ease but at times makes careless mistakes
Can perform mental calculations but falters occasionally
Slow in solving sums mentally
Wri
tte
n
wo
rk
Work is neat and methodical Presentation is a source of inspiration for others
Neat and systematic work
Neat and regular work but sometimes not up to the mark
Often the work is untidy and the figures are shabbily drawn
Untidy work Late in submitting the assignments
ENVIRONMENTAL SCIENCE
En
vir
on
me
nta
l S
en
siti
vit
y
Has the ability to reason does independent thinking has value appreciation for truth and aesthetic sensitivityobservation
Can do some independent thinking and is quite observant with reflexes of occasional appreciation
Can attempt to answer simple questions based on reasoning and observation
Has difficulty in reasoning and observing Can attempt to answer simple questions
Needs prompting to answer simple questions
Act
ivit
y
Pro
ject
Very innovative Collects information is able to present the work neatly does reference work
Work is informative and neat most of the time
Work is informative and more or less neat tends to take support and help
Presentation needs improvement less informative
Work is untidy and files not well kept and work is least informative
Gro
up
D
iscu
ssio
n
Listens to others point of view and is able to add to them Makes interesting observations has a good organization of thoughts
Listens to others View point and hesitates to answer
Listens passively and offers no views hesitates to answer needs occasional help to give views
Has some difficulty in comprehending instructions has to be prodded to give answers
Has difficulty in paying attention and following instructions needs simplification most of the time
SCIENCE C
on
cep
t Excellent ability to understand grasp recall define and reason Understands and differentiates textual material with great case Is able to apply relevant knowledge and tabulate facts well Reads and comprehends text diagram and web chart quickly
Good ability to understand grasp recall define and reasons Understands the textual material with ease Is able to apply relevant knowledge Reads and comprehends text diagram and web chart
Can understand and recall the textual material Is able to apply relevant knowledge and tabulate facts can read and comprehend diagrams and web charts
Can understand grasp recall define and reason Understands the textual material and with help from the teacher Is able to tabulate facts well Reads and comprehends text diagram and web chart with difficulty
Needs continuous guidance in understanding Finds difficulty in reading and comprehending text
Act
ivit
y
Pro
ject
Voluntarily participates in all the activities and enjoys experiments Highly appreciable creative and original in presentation Is explorative innovative and infers a result after experimenting does extensive reference work
Participates in most of the activities and Performs experiments with interest Excellent creative project presentation Is explorative and innovative in experimenting does reference work
Participates in some of the activities and performs some experiments Good project presentation with little creativity Is explorative in experimenting sometimes does reference work
Participates in very few activities and rarely performs any experiments Satisfactory project presentation not very creative Rarely read any reference books
Needs a lot of encouragement to participate in activities or perform experiments Project presentation is not creative and systematic Not interested in extra reading
Sci
en
tifi
c S
kil
ls
Has a very keen observation inquisitive approach likes to experiment in a systematic way and draws accurate diagrams and records information correctly carefully and systematically Is able to analyze draw inference and apply information
Has a keen observation is inquisitive does systematic work and draw neat diagrams records information correctly carefully and systematically Is able to analyze draw inference and apply information
Sometimes inquires about concepts usually does experimentation in a systematic way and draws diagrams correctly Records information Is able to draw inference and apply information with some difficulty
Rarely inquisitive Does experimentation when told not very systematic work and untidy diagrams Is not able to draw inference and apply information
Not interested in experimentation recording or drawing inference Not very tidy and organized in his work Generally disinterested
Gro
up
Dis
cuss
ion
Actively participates and usually leads all group discussions Very often makes interesting observations and adds to the points given Can analyze points critically and generate new ideas
Actively participates Good relations with other members Often makes interesting observations can analyze some points critically
Participates sometimes Satisfactory relations with other members Sometimes makes interesting observations Can analyze few points
Hesitant to participate in-group discussions Poor relations with other members Rarely makes observations Unable to analyze points
A passive participant Never makes observations unable to analyze points
COMPUTER EDUCATION
Sk
ills
Very confident in using graphic skills word processing skills and operating skills
Skilled in operating and word processing skills
Shows excellent eye hand coordination in operating skills
Uses computer to enhance his knowledge on various topics taught in class Uses computer as a tool
Needs help from the buddy to complete his assignments
Ap
titu
de
Excellent in selecting and using different colours creating pictures and identifying different features of multimedia in work presentations
Shows special aptitude in using tools to create shapes and lines
Works with confidence and handles mouse with competence
Is able to combine text and graphics with help from teacher
Takes time to locate keys on the keyboard
GAMES
En
thu
sia
sm Plays with full
intrinsic Motivation
Plays with full intrinsic motivation most of the time
Plays with zeal but of his choice games
Plays but only when commanded
Always gives excuses
Dis
cip
lin
e
Obeys all class discipline voluntarily and plays by following all rules of the game
Obeys all class discipline voluntarily most of the time and plays by following all rules of the games
Obeys class discipline on command and follows rules only suited to his advantage
Obeys due to fear of punishment Follows rules on command with displeasure
Lacks discipline
Te
am
sp
irit
Has team spirit and plays for winning
Has team spirit and plays for winning most of the time
Puts his effort individually
Shows team harmony on and off
Not a team player
Tal
ent
Str
en
gth
a
nd
sta
min
a
spee
d)
Outstanding development of skills and displays high performance
Excellent development of skills and displays high performance most of the time
Very good skill development but performs occasionally
Average skill development
Slow skill development`
MUSIC
Inte
rest
Always very keen to learn and follow given instructions
Very keen to learn and follow instructions most of the time
Needs little drive to learn and start
Sometime shows interest
Does not show much interest
Rh
yth
m Child has a good
sense of rhythm and keeps pace with the beat
Child has a good sense of rhythm and sometimes falters in keeping pace with the beat
Sometimes loses pace with the beat
Sometimes goes off the beat and cannot make it up
Does not have the sense of rhythm
Me
lod
y Child has a good
sense of tune Child has a good sense of tune and goes off key Occasionally
Child goes off key sometimes can come back in tune
Child has the sense of time but goes off key in higher octave
Child does not have much sense of music
PERSONALITY DEVELOPMENT
Co
urt
eo
usn
ess
Very careful about wishing saying sorry thank you and excuse me Always stands up to give respect Always speaks politely and uses good vocabulary never interrupts in between
Wishes others most of the time says sorry thank you and excuse me stands up to give respect speaks politely never interrupts in between
Many times wish others (says sorry thank you and excuse me) Some times interrupts in between speaks politely may times
Sometimes avoids to wish (says sorry thank you and excuse me) Some times speaks politely interrupts in between
Avoids wishing (say sorry thank you and excuse me) Aggressive and impolite
Co
nfi
de
nce
Always very confident in carrying out various activities
Very confident in carrying out various activities most of the time
Confident in carrying out most of the activities
Quite confident but needs to come up with hisher ideas
Needs to develop confidence
Ca
re o
f B
elo
ng
ing
s Always respects the belongings and takes care
Takes care of self as well as others property most of the time
Most of the times takes care of belongings
Takes care but does not bother about others
Careless about self as well as others property
Ne
atn
ess
Always wears proper and neat uniform Very careful about personal hygiene
Wears proper and neat uniform Sometime nailshairteeth not clean
Wears proper and neat uniform most of the time
Most of the times in improper uniform often not careful about hygiene
Often untidily dressed
Re
gu
lari
ty a
nd
p
un
ctu
ali
ty
Very particular about being regular and punctual to school classroom Always regular in doing and submitting assignments and projects
Often particular about being regular and punctual to schoolclassroom often regular in doing and submitting assignments and projects
Sometimes particular about being regular and punctual Sometimes late in submitting assignments
Sometimes irregular and not punctual to schoolclassroom Sometimes late in submitting assignments and projects
Irregular and sometimes late to schoolclassroom Rarely submits assignments and projects in time
Init
iati
ve
Always tries to do things independently Always ready to participate in oral discussionsextra curricular activities
Most of the times tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Often tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Sometimes tries to do things independently Sometimes ready to participate in oral discussionsextra curricular activities
Never does things independently a voids participating in oral discussionsextra curricular activities
Sp
irit
of
serv
ice
Always volunteers to participate in all activities for a social cause Always ready to help others
Volunteers to participate in activities for a social cause most of the time Often ready to help others
Often volunteers to participate in activities for a social cause Often helps others
Sometimes volunteers to participate in activities for a social cause Sometimes helps others
Rarely participates in activities for a social cause Never bothers to help others
Re
spe
ct o
the
rs
pro
pe
rty
Always follows rules and regulations Takes good care of property and consciously makes efforts to keep the environment clean
Most of the time follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Often follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Sometimes follows rules and regulations Does bother about others property Sometimes litters hisher surroundings
Does not follow rules and regulations Is not sensitive about others property Often litters hisher surroundings
Se
lf c
on
tro
l
Well disciplined in the classroom corridors staircase Never misbehaves or fights in the playgroundbreak Emotionally a balanced child
Disciplined in the classroomcorridorsstair case most of the time Never misbehaves or fights in the playgroundbreak
Disciplined in the classroomcorridors staircase most of the time Occasionally misbehaves or fights in the playground break
Disciplined in the classroom but not in corridors staircase Often misbehaves or fightsbullies in the play groundbreak
Indiscipline in the classroomcorridorsstaircase Mostly misbehaves fights bullies in the playgroundbreak
ART amp CRAFT
Inte
rest
Shows great enjoyment and aptitude for drawing and painting - recognizes the value of art
Shows great enjoyment and aptitude for drawing and painting ndash recognizes the value of art most of the time
Enjoys drawing and painting Shows imagination some time
Prefers to be guided than using his own imagination
Prefers to reproduce what is seen Needs repeated instruction
Cre
ati
vit
y
Has original drawing and innovativeness in the work Shows more feeling and expressions in hisher work
Has original drawing and innovativeness in the work shows more feeling and expressions in hisher work most of the time
Good at reproducing Shows feelings and emotions
Can communicate the ideas in terms of effect and appeal
Lacks creativity and looks for ideas and instructions from the teachers
Sk
ill
Excellent development of skills and high performance
Excellent development of skills and high performance most of the time
Skills development is good but performs occasionally
Very slow skill development
No skills
Learning Indicators (Source NCERT CCE Manual)
ENGLISH
At the end of class III learners will be able to do the following (Learning outcomes) Talk about themselves members of the family and the people in their surroundings Follow simple instructions requests and questions and use formulaic expressions
appropriately Enjoy doing tasks (including singing a rhyme or identifying a person object or thing)
in English Recognize whole words or chunks of language Recognize small and capital forms of
English alphabet both in context and in isolation Read simple wordsshort sentences with the help of pictures and understand them
Write simple wordsphrasesshort sentences Listening Curricular Expectations Understand simple English language spoken in their immediate environment Enthusiasm to listen to English with understanding Appreciate non-verbal clues and respond through speaking body language
Pedagogic Processes Clear lip movement for children with hearing impairment to lip read
Familiarizing children with day to day spoken English (small sentences and phrases) in class assembly playground etc with peersgroups
Creating learning situations for using greetings and polite forms of expression Using formulaic expressions such as lsquoSit in a circlersquo and helping children become familiar with these expressions and use them
Familiarizing children with the sound system of English through chunks of language such as ldquoan applerdquo and connecting it with visualsrealia
Giving oral instructions for gamesactivities in simple English Introducing content and devising tasks that encourage children to draw on diverse
experiences and make connections with what is worthwhile and important to them Encouraging children to watch English cartoons (Listening and speaking are
developing in conjunction) and speak about it Providing input via audio-videoreading out from material and generating interest
through pair and group workrole-play Facilitating pairgroup work where children share their experiences
Providing learning situations such as role play to listen and communicate messages Using picture clips photos singing storytelling effective questions music etc
Narrating variety of stories from the textbook and beyond helping children to talk about the main idea Using a number of facial expressions dramatizing and picturising stories
Asking questions based on the texts using mother tongue and scaffolding wherever necessary using role play
Reading aloud action songspoems encouraging children to sing collectively (Listening and speaking are connected) using gestures
Giving dictation of a few simple sentences to enable children to listen and write (Listening is linked with speakingwriting)
Playing music (non-verbal) and encouraging children to express themselves through speech action dance drama photographs film clips puppets comics displays and singing
Drawing attention to onomatopoeic sounds such as a tap-tap buzz grrr etc
Learning Indicators (Progression) Listening Responds to English words and sentences used in classschool in home
languageEnglish eg mode of transportation post office other sources etc and reads the poem aloud and
enact etc Responds to simple greetings and polite forms of expression in Englishhome
languagefacial expressionbody language eg Please work with your friend etc Let us tidy the place (simple 6-8 sentences)
Follows rules of gamesactivities eg Today we will play lsquorelay racersquo Do you know how is it played Irsquoll tell you the rules and wersquoll play
Engages with English cartoons childrenrsquos filmsvisuals eg Describe what you saw in the film and other related questions etc
Shows interest in listening to experiences of her peers and others in English and home language eg All the students had gone for a picnic and are now sharing their experiences
Attends to oral messagestelephonic communications and communicates them in English home language eg Receives messages and conveys Listens to new words and pointsindicates objects and persons eg Listening a story and understanding the meaning of words in context
Understands the story and tells the main action in it (Listening amp Speaking in conjunction) in home languageEnglishsign language
Shows enthusiasm to listen to English poems songs jokes eg Birds sing phone rings Responds to questions asked on textual material narrated stories in English home language eg Do you enjoy train rides
Takes dictation of chunks of words eg describing the classroom Draws with interest after listening to the input eg Follows steps and does the task and
also listens and writes wordssentence with understanding such as let us make an envelope
Enjoys rhyme and rhythm of poems and sings aloud eg I found a shell a curly one Lying on the sand Appreciates music and expresses in actionspeech Listens and co-relates various onomatopoeic sounds talks about them eg Tak tak is anybody there
Speaking Curricular Expectations Able to speak English along with home languageAble to ask questions Able to recite poems say dialogues phrases from stories plays etc Pedagogic Processes Encouraging lip reading to understand words even without sound Creating learning situations to introduce themselves to a new studentanother
teacher a visitorprincipal Familiarizing children with new vocabulary as per their context and making them
speak Using pictures objects realia models and wall displays at eye level large prints and signs Providing input encouraging for participation in class morning assembly programmes Providing situations picturesimagesartifacts to help children speak about them in pairgroups Creating learning situations via-drama storytelling group work role-playmock-
telephonic conversationsconversations between and among family members connecting it with the characters from lessons
Creating learning situations to speak about hobbies games food etc Giving a prompt to help children speak ldquoYou know I read a story which goes like thisrdquo
ldquoOnce my brother played a prank on me rdquo Based on the reading of the text children are encouraged to speak eg comprehension
connecting to previous knowledge
Varying the input as per the special needs of the child with hearing impairment Connecting learning to the real world and encouraging them to ask questions such as
Why canrsquot we play now Encouraging children to imagine and speak about characters and situations using
prompts or pictures to help children create stories Encouraging children to raise queries amp ask questions through various modalities like
visual auditory and kinesthetic Providing poems (from textbooks and other sources chosen by the teacher children
from childrenrsquos magazines childrenrsquos section in newspapers) All the bells are ringing there 10 Providing storiesplays (from textbooks and
beyond the textbook) Learning Indicators (Progression) Speaking Uses simple sentences to introduce herself in English home languagesign language
eg I am Jagat I study in class III I like ice cream and orange juice Speaks as per context eg Given a context from the text or real world gives appropriate
words Participates in different events such as role play poetry recitation drama organized
in school from time to time Speaks about situationspicturesimages in English and home language
Engages in conversation in English and home language with friends teachers and family using simple sentences and Responses eg The kite is flying The aero plane also flies
Narrates her personal experiences anecdotes stories she has read or heard in Englishhome languagesign language eg My pup is very sweet
Makes requests uses greetings and polite forms of expression Expresses her likes and dislikes eg I like to jump and skip Responds especially to the textual questions being asked in both English class and in
other subject classes in Englishhome language Narrates stories (imaginarydreamsactual situations etc) Asks questions about
things around her Asks questions based on the textbeyond the text out of curiositywhile engaging in conversation
Recites rhymes poems songs in groups and individually and through acting out Says phrasesdialogues from storiesplays Retells main idea of the storyplay
Reading They recognize some words in English and make some attempts to read unknown words using initial sounds They mostly rely on illustrations and teacher support to establish meaning in a text and may not understand everything that they read While they continue to use early decoding skills they are not yet able to predict from language context alone because of their yet developing English proficiency Gradually they can follow and read short simple texts along with the teacher and in class as shared reading activities
Curricular Expectations Understand the main idea locate details in the text (seen and unseen) Able to ask questions Understands the form and functions of grammar in context
Pedagogic Processes Providing visualspointing to illustrations in texts to encourage children to read
Familiarizes children with both small and capital letters of the alphabet Facilitating comprehension through various textsmovementactions Facilitating children to locate details sequence of ideas and eventsidentifying main
idea through various types of comprehension questions Facilitating children to relate ideas of the text with personal experience through
questions and interaction Introducing stories to facilitate comprehension Listening to poems showing
understanding through tone volume and action Introducing different kinds of texts such as descriptions stories folktales and poems
Providing beyond the text materials such as advertisements notices etc Facilitating reading of childrenrsquos magazines and childrenrsquos section of newspapers and
enriching the reading habits through exposure to school library reading corner Introducing titles of books movies etc Encouraging children to raise questions based
on their reading Drawing attention towards use of grammar in context and explaining it such as nouns
adjectives etc eg red rose Drawing attention to the use of punctuation through a variety of texts such as use of
capital and small case comma full stop Learning Indicators (Progression) Reading Reads small texts with comprehension Identifies locates main idea details and the
sequence of ideas and events and draws conclusions based on reading Relates ideas with her personal experiences eg After reading a story on travel is able
to connect with her experience of travelling in a bus train etc Reads and relates texts of home language Recognises themes such as triumph of good over evil Engages with different kinds of texts descriptions stories folktales and poems eg
She narrates the story that also deals with similar issues and connects with her life Connects with real life including home languagesign language
Engages in reading beyond the text materials and enjoys reading Infers the meaning of unfamiliar words by reading them in context
Reads titles of books movies captions Asks questions based on the reading or out of curiosity
Uses simple grammar in sentences eg Jamala is a good student Uses appropriate punctuation eg Jatin is my friend
Writing They develop the ability to use some basic conventions of writing in English They write texts using sentence structures based on oral structures and very simple repetitive texts By the end of class III they are beginning to write their own very short simple texts They write with less need for teacher transcription Their attempts at spelling depend on sounds Children begin with one word to phrases to sentences across class levels
Curricular Expectations Able to write short simple texts Pedagogic Processes Facilitating children to form letters and spacing properly Familiarising children with words from the text and immediate surroundings Drawing attention to the use of capital letters and punctuation marks such as full stop
comma question mark etc Giving dictation of sentencesshort paragraphs (listening and writing are developed in conjunction)
Providing texts (seen amp unseen) and encouraging writing answers to comprehension questions Providing verbalvisual clues to develop words sentence paragraphs Encouraging children to write on self family pets and home etc (Giving extra time
for children writing in Braille) Providing examples of writing through a variety of examples Providing examples of wordsphrases (linkers) to indicate sequence such as lsquoandrsquo butrsquo etc Providing examples of written texts to familiarize with grammar in context Familiarizing children with rhyming words creating rhythm through a poem Providing a variety of contexts such as going for a picnic a fair etc and helping them
develop new vocabulary Learning Indicators (Progression) Writing Draws enthusiastically according to the context and writes a little name etc Uses proper spacing between letters words and sentences Writes familiar words phrases simple sentences in Braille or print Uses capital letters and punctuation marks eg Finally I dressed up and went to school Takes dictation of chunks of words eg items needed for class library Writes answers for textual questions after comprehension (Writing is linked to
reading) Writes wordssentence paragraphs with the help of verbalvisual clues eg Pictures of
flowers fruits animals etc and writes Writes descriptions narratives 5-6 simple sentences on personal experiences Describing any event place object eg Look at the fish tank and write three sentences what you see
Uses appropriate punctuation forms in a variety of written texts Writes rhyming words eg Day-bay mouse house etc Makes lists for various purposes eg Prepare a list for class picnic mat water bottle tiffin towel bag etc Contributes for the school magazine (drawing with caption etc)
Concern for Immediate Environment Curricular Expectations
Develop concern for immediate environment (both physical and social) through observation which leads to development of language skills in an integrated manner Pedagogic Processes
Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and providing related vocabulary
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
अगतत ऩाठ ndash8 हभाय ऩजाघय
अनचछद-
ऩजाघय
ऩाठ ndash9
भातटय जी की करास
ऩाठ ndash10
हभाय भागणदशणक
ऩाठ ndash8
फात औय फात ऩाठ ndash9 ववयाभ चिहन
अऩहठत गदमाॊश
ऩषठ-103
अनचछद-जफ भय घय भ ऩानी
नहीॊ आता ऩषठ-83
ऩाठ ndash7
विन
वीडडमो ऩाठ-9
1नाटम भॊिन ऩाठ ndash9
2धासभणक तथरो क चितर चिऩकाना ऩाठ ndash 8
3ऩाठ भ आए भहाऩरषो स सॊफॊचधत एक-एक नततक भलम सरखना ऩाठ ndash10
4ववसबनन ऩजाघयो स सॊफॊचधत वीडडमो ऩाठ ndash 8
5 जातक कथाएॉ
वीडडमो
3शरवण कौशर
4 का
कामण व गह कामण
एसए ndash 1 ससतॊफय
एप ए -3 अकतफय स निॊफय अकतफय ऩाठndash13
याषरीम धवज
ऩाठndash14
याजदर परसाद
ऩाठ ndash12
एक जस शबद
ऩाठ -13 शबद एकअथण कहानी-रखन
ऩषठ-92
ऩाठ ndash10
शदध ndashअशदध शबद
ऩाठ -11
अनक शबदो क सरए एक शबद
1यॊगीन कागज़ व सीॊक दवाया झॊडा ऩाठ-13
फनाना
2 कछ चितर एकतर कयक एलफभ भ चिऩकाकय उनक ऩमाणमवािी शबद सरखना
वमाकयण ऩाठ -12
3 ऩाठ भ आए अनकाथी शबदो को सॊदय अयो भ अरफभ भ सरखना वमाकयण ऩाठ -13
1यिनातभक कामण
2 अनचछद रखन
ससतॊफय ऩाठ ndash11
आिामण िाणकम
ऩाठ ndash12
गसरतताॉ हभाया
ऩाठ ndash10 भहावय
ऩाठ ndash11
ववरोभ शबद
ऩतर -2
ऩषठ-89
ऩाठ ndash8
ववरोभ शबद
ऩाठ ndash9
ऩमाणमवािी शबद
वीडडमो ऩाठ ndash11
1चितरकथा रखन ऩाठ-11
2परो की ऩसततमो दवाया चितर फनाना ऩाठ12
31 स 50 तक हहॊदी चगनती एलफभ भ सरखना
वमाकयण ऩाठ -10
4 भहावयो का परमोग कयत हए कहानी सरखना
वमाकयण ऩाठ -10
ववरोभ शबदो क चितर एलफभ भ रगाना
वमाकयण ऩाठ ndash 11
अभत हहॊदी ऩाठभारा
ऩाठ 1 स 11
वमाकयण सोऩान
ऩाठ 1 स 6
अभमास ऩसततका ऩाठ 1 स 7
ऩतर व अनचछद रखन
नवॊफय
हदसॊफय
ऩाठ ndash15
भाॉ धयती ऩाठ ndash16
हभायी दतनमा
ऩाठ ndash17
हहॊदी चगनती ऩाठ ndash18
अॊतरय
ऩाठ ndash19
ईदगाह
ऩाठ ndash20
तनमभ
ऩाठ-14 अनक
शबदो क सरए
एक शबद
ऩाठ-15 सभह क सरए एक शबद
कहानी-रखन
ऩषठ-94 अनचछद ndashऐस भनाई
तरफना ऩटाखो क दीवारी ऩषठ-90
ऩाठ-16 चगनती ऩाठ-17हदन भहीन
अऩहठत गदमाॊश
ऩषठ-104
ऩतर-रखन ऩषठ89
ऩाठ -12
तकफॊदी ऩाठ -13 हदशा
ऩाठ ndash14
सजनातभक
कामण
ऩाठ ndash15 व 16
अऩहठत गदमाॊश
1सौय ऩरयवाय का चितर फनाना ऩाठ ndash16
2ऐस कछ रोगो क
चितर िऩकाना जो हभायी सहामता कयत ह-
वमाकयण ऩाठ -14
1 1स 50 तक हहॊदी चगनती एलफभ भ सरखना वमाकयण
ऩाठ -10
2 कहानी सनाना
3कववता ऩाठ
4 का कामण व गह कामण
एप ए -4 जनियी स पयियी
एसए ndash 2 भाचच भािण अभत हहॊदी ऩाठभारा ऩाठ 12 स 22 तक
वमाकयण सोऩान ऩाठ 2 5 6 व 7 स 12 तक
ऩतर व कहानी रखन
अभमास ऩसततका ऩाठ 8 स 19
जनवयी
पयवयी
ऩाठ ndash21
सतमवादी याजा हरयशिॊदर
ऩाठ -22
टरीववजन का जादगय
ऩाठ-18 ऩश-ऩकषमो कीफोसरमाॉ ऩाठ-19 चितर -वणणन अनचछद ndashजफ भयी ऩततक खो गई थी
ऩषठ 83
कहानी-रखन
ऩषठ-95
ऩाठ-20 सॊवाद-रखन
अनचछद ndash भयी भाॉऩषठ-82
ऩतर रखन ऩषठ90
कहानी-रखन ऩषठ-95
ऩाठ ndash17 याषरीम ऩवण
ऩाठ18
कववता रखन
ऩाठ ndash19
चगनती
1नाटम भॊिन
ऩाठ ndash 21
2आववषकायको
क नाभ
ऩाठ ndash 22
1नाटम भॊिन
2फहववकलऩीम परशन वमाकयण
3 का
कामण व गह कामण
4 का
कामण व गह कामण
Syllabus Distribution of Maths (Class III)
Month Course Book Work
sheet
Assess
ment
FA Tasks
April Ch-1 Numbers and Numeration
Revision Number Name up to Thousands Place Value Expansion of Numbers Comparison of Numbers Successor and Predecessor Skip Counting Ch-2 Roman Numerals
Basic Symbols Reading and Writing Roman Numerals
Pg No 1
to 10 and
15 to 17
FA1
(April-
May)
1 MCQ (Ch-12)
2 Number Games
May Ch-3 Addition
Addition of 23 and 4-digit number with
carry and without carry
Facts about addition Solve and Frame the Word Problem Estimation Mental Arithmetic
Pg No 18
to 23
3 Forming
Roman
Numerals
using
Matchsticks
4Homework
and
Classwork
July Ch-4 Subtraction
Subtraction of 23 and 4-digit number with borrowing and without borrowing
Facts about Subtraction Solve and Frame Word Problem Estimation Mental Arithmetic Ch-5 Multiplication
Multiplication by 1 and 2-digit Number Properties of Multiplication Word Problems related to Multiplication
Pg No 24
to 43
FA-2
(July-
August)
1 Activity based on Subtraction using Geometrical Shapes
2 Activity based on Multiplication using Flash cards
August Ch-6 Division
Facts about division Relation between Multiplication and
Division Long Division Method with Remainder
and without Remainder Number Stories
Pg No 44
to 54
3 Activity on Division (Rajma and Ice tray)
4 Homework and Classwork
Month Course Book Workshe
et
Assess
ment
FA Tasks
September Ch-8 Geometrical Shapes Plane Shapes Solid Shapes Tangram Perimeter Circle Symmetry
Pg No 75 to 87
SA-1 (Sept-
ember)
Ch-1 to 6
October Ch-7 Fractions Like and Unlike Fractions Equivalent Fractions Comparison of Fractions Ascending and Descending Order Addition and Subtraction
Pg No 55 to 59 73 and 74
FA-3 (Oct- Nov)
1 Pen- Paper test (Ch-7 8) 2 Activity based on Fractions by showing shaded and un shaded parts
November Ch-10 Money Conversion of Money Addition and Subtraction Multiplication and Division Make Rate Charts and Bills
Pg No 66 and 67 88
to 91
3 Activity on Geometrical Shapes through paper cutting and folding 4 Homework and Classwork
December Ch-11 Time Reading Clock Time Conversion Calendar Ch-12 Pictorial Representation of Data Read and Draw Pictograph
Pg No 60 to 65
FAndash 4 (Jan- Feb)
1 Oral Test (Time) 2 Activity based on Money through artificial notes and coins
January Ch-9 Measurement(Length) Conversion Addition Subtraction
Multiplication and Division of Metric Units
Estimation
Pg No 68 to 72
3 Activity based on Time through their daily routine
February Ch-9 Measurement
(Weight and Volume)
Conversion Addition Subtraction
Multiplication and Division of the problems related to weight and capacity
Number stories
Pg No
11 to 14
4 Homework and Classwork
March Revision of Syllabus for SA- 2 SA - 2 Ch- 7 to 12
Syllabus Distribution of of EVS (Class III)
Month Course Book (My Vibrant
Planet)
Key Concept AV Experien
ce
Assess-ment
FA Tasks
April Ch-1 Our Sun and Solar System
Ch-2 Early Man
Parts of Sun Cardinal directions solar system Phases of Moon Important Discoveries by early men
Videos on
Solar System
Discovery of fire and wheel
Rotation Revolution
FA ndash 1
(April - May)
1 Pen-Paper Test Including MCQ Based on Solar System and Early Man
2 Diagram of Solar System and Different Tools used by early men
3 Creative Writing on
topic ldquoWaterrdquo
4 HW And CW
May Ch-3 Introduction to water
Forms and properties of water
Video on Uses and Forms of water
Properties of Water
July Ch-4 Uses of Water
Ch-5 Water Conservation
Ch-6 Major Cities Near Seas
Uses of water water conservation water cycle
Video on
Water cycle
FA ndash 2
(July - August)
1 Project on 3 Rrsquos
2 Group Discussion on Water Conservation
3 Pen-Paper Test on Topic Uses Source and Conservation of Water
4 HW And CW August Ch-7 The
Earth
Ch- 8 Our Environment
Parts of Earth Physical Features of India
Global Warming Pollution
Video on Types of pollution
Physical features of India
September Ch-9 Living
Things
Living Things
Characteristic
s of Living
Things
Video on
Character
-istics of
Living
Things
SA - 1 Ch- 1 To 5 7 And 8
Month
Course Book (My
Vibrant Planet)
Key Concept AV
Experience
Assess-
ment FA Tasks
October Ch-10 Plants Ch-11 Animals and Birds
Plants Parts and types of plants germination plants as sources of food different ways of cooking animals and birds shelter parts of body types of feathers and beak
Video on Germination Skeleton
FA ndash 3 (Oct ndash Nov)
1 Pen Paper Test Including MCQ Based On Properties and Uses of Air Types of Plants and Animals and Birds Classification
2 Diagram of beaks claws and germination of seed
3 Role Play on lsquoOur Bodyrsquo
4 HW and CW
November Ch-12 Our Body Ch-13 Air Around Us
Our Body Five senses external and internal organs of body skeleton And muscles atmosphere pollution
Video on External and Internal Body Organs with Function and Air Pollution
December Ch- 14 Means of transport and communication
Types of Transport and Communication
Video on Types of Transport and Communication
January Ch-15 Festivals of India Ch- 16 Dresses of India
National Harvest and Religious Festivals Seasons
Video on Types of Festivals
FA ndash 4 (Jan - Feb)
1 Pen paper Test Including MCQ on Dresses and Festivals 2 Radio Show on lsquoCelebrityrsquo 3 Project on Means of transport and communication 4 HW and CW
February Ch-17
celebrity
Life History of
Saina Nehwal
Video on
Celebrity
March Quick
Revision
SA - 2 Ch - 10 to 16
Syllabus Distribution of of GK (Class III)
Month Topics PgNo Activities April Animal Mates
Resources of Life Neighbourhood Services Amazing Machines Leaders of Change Spot the Difference Rainwater Harvesting Generating Electricity Rebus Voyage Through Oceans
6 7 17 18 25 26 34 35 46 47
1 Name some more male and female species of some other animals which are not given in book 2 Find some other neighbourhood services with the services they provide
May Our Animal Friend Kitchen Secrets Modes of Transport Shapes And Pattern Bird Watching
8 9 19 27 36-37
1 Mark the oceans and continents on map of the world
2 Name some animals (other than book) and the products we get from them
July Components of Food Marvels of the World Story Of Paper A Trip to Planetarium Substances Matters Amazing Plants
10 20 28 38 48 56-57
1 Make a list of new seven wonders with pictures
2 Collect information on any one of the aquatic plants
August Places of Interest Festivals of the World Odd One Out Water Cycle Sharpen Your Mind
11 21 29 39 49
1 Make a list of some places (other than book) of your interest with reason
2 Collect information on any one of the festival which is not mentioned in book
3 Pen paper test Pg no 6171920343539475657
September Exploring the Earth Amazing Facts
58 59
October Wetland
On the Floor
12-13
22
1 Make a list along with the pictures of various other dance forms of other countries
November Cycle of Seasons
World of Athletics Enjoy Your Meal Locating Objects Man on Moon
14-15 23 30 40 50-51
1 Draw the route map from your home to a school
2 Make a list of sports which are the parts of Olympics
January The Little Fir Tree Healthy Lifestyle Camouflage Service Before Self Sounds of Things Important Dates
32 33 42-43 44 54 61
1 Find out the names of some animals who conceal themselves by blending with their surroundings
2 Try to solve grid puzzle from the
newspaper February Maths At a Glance
Letrsquos Dress Up States and Capitals
58 59
1 Pen paper test pgno
3031415558596061 6263
March First In the World Famous Characters and Their Creations
63 64
Syllabus Distribution of Moral Education (Class III)
Month Live and Let Live
April and May Ch-1 Mind and Body
July Ch- 2 Keep Surroundings Clean
August Ch-3 Do Hard Work
September Ch-4 Courage Within Me
October Ch- 5 Letrsquos Love India
November Ch- 6 It is lsquoWersquo Not lsquoMersquo
December Ch-7 Stop Pollution
Januray Ch- 8 Being Non ndashViolent
February Ch-9 You Are Great
Syllabus Distribution of Computer (Class III)
Month Course Book Assess
ment FA Tasks
April L-1 Introduction to a Computer 11 Computer ndash A Smart Machine 12 Working of a Computer 13 Features of a Computer 14 Limitations of a Computer 15 Types of Computer 16 Computers in other Machines
FA ndash 1 (April- May)
1 Class work done in book and notebook
2 Activity of Identifying pictures
May L-2 Parts of a Computer 21 Hardware 22 Software 23 Differences between Hardware
and Software
3 Quiz Competition on the topic lsquo Hardware and Softwarersquo
4 Type the names and features of any ten keys in Word pad
July L-3 MS Windows The Operating System
31 Microsoft Windows 32 Working with Windows 7 33 Understanding Files and Folders 34 Application Window 35 Some Components of Application
Window 36 Windows XP Versus Windows 7
FA ndash 2 (July- Aug)
1 Class work done in book and notebook
2 Lab Activity related to L- 3
3 Drawing Flag of
India in Paint 4 Identifying and
naming the tools August L-4 More on MS Paint
41 Curve Shape 42 Polygon Shape 43 Menu Bar
September Revision of L- 1to 4 for SA ndash 1 Sample Paper-1(Pg No-56)
SA -1 (Sept-
ember)
L-1 to 4 Complete with MCQ TrueFalse Fill in the Blanks Match the Column Crosswords Identify and label the pictures and Question Answer + Lab Activities related to L 1 to 4done in the lab
Month Course Book Assessment
FA Tasks
October L-5 Editing in MS Paint 51 Selecting the Drawing 52 Using Clipboard 53 Image Group 54 Changing the Size of an Image
FA - 3 (Oct-Nov)
1 Class work done in book and notebook
2 Make a greeting card for your teacher using all the tools of MS Paint
November L-6 LOGO A Computer Language 61 LOGO 62 Starting MSW Logo 63 Components of a LOGO 64 LOGO Primitives 65 Repeat Command 66 Exiting LOGO
3 Lab Activity related to L-6
4 Make a list of shortcut of commands on a thick sheet
December L-7 LOGO Arithmetic 71 Revision of LOGO Primitives 72 Print Primitive 73 Calculations in LOGO 74 Print with Logical Operators
FA- 4 (Jan-Feb)
1 Make a poster on LOGO Primitives
2 Lab Activity related to L- 7
3 Lab Activity related to L- 8
4 Crossword related to ldquoMS Wordrdquo
January L-8 Learning MS Word 81 Starting MS Word 2010 82 Parts of MS Word Window 83 Typing Text 84 Creating a New Document 85 Saving a File 86 Printing a Document 87 Closing a Document 88 Opening an Existing Document
February Revision of L-5 to 8 for SA- II Sample PaperndashII(PgNo98) Olympiad Practice Sheet (Pg No 104)
March Revision of all the Chapters for SA II SA -2 L-5 to 8 Complete with MCQ TrueFalse Fill in the blanks Match the Columns Crosswords Identify and label the pictures and Question Answers + Lab Activities related to L 5 to 8 done in the Computer lab
Assessment Rubrics(Source CBSE CCE Manual)
REPORTING STUDENTSrsquo ACHIEVEMENT While reporting studentsrsquo achievement in different areas indirect grading in absolute scale having five points may be used The grades will stand for the following distribution of marks A+ Outstanding 90 - 100 A Excellent 75 - 89 B Very Good 56 - 74 C Good 35 - 55 D Scope for improvement Below 35 The grade of the child can be computed in the achievement card based on the percentage of presence of behaviour indicator in the above category of percentiles Besides certain remarks can be made in scholastic and co-scholastic areas as well as the achievement level of the child These remarks will help the parents and the child to provide the learning skills in that area by devoting more learning efforts Thus continuous and comprehensive evaluation is a useful proposition for improvement of studentsrsquo achievement through continuous diagnosis remediation encouragement and appreciation It requires coordinated and concerted efforts on the part of Principals teachers and parents for the multifaceted personality development of the child The enclosed rating scales are expected to help the teachers in proper placement of students in terms of the different grades
LANGUAGES Aspects Sub-
Skills A+ A B C D
01
Re
ad
ing
Sk
ills
(L
ou
d R
ea
din
g)
Pro
nu
nci
ati
on
Can read short storiesarticleswords on ones own and uses his phonetic skills to pronounce new words
Can read short storiesarticle on ones own most of the time Uses his phonetic skills to pronounce new words most of the time
Can often read short stories with varying speed and guidance most of the time
Can read short stories with varying speed and guidance from the teachers most of the time
Needs help and prompting by the teacher all the time
Flu
en
cy
Can read simplecomplex passages fluently with proper speed expression and pronunciation
Can read simplecomplex passages fluently with speed but needs occasional prompting
Can read simple passages but takes time to read each word lacks fluency speed and expression
Can read simple passages with guidance or prompting most of the time
Fumbles a to while reading even simple sentences Needs help all the time
Co
mp
reh
en
sio
n Can read and
understand text and answer questions correctly
Can read and understand text and answer most of the questions correctly
Can read and understand text and answer some of the questions correctly
Can read and understand text with the help of teacher
Cannot comprehend the text at all
Aspects Sub-Skills
A+ A B C D 0
2 W
riti
ng
Sk
ills
Cre
ati
ve
Wri
tin
g
Can write short stories and paragraphs with accuracy and originality in sentence construction and use of vocabulary Ideas are arranged logically
Can write short stories and paragraphs on a given topic with a fair degree of accuracy Displays originality sometimes Ideas are generally logically arranged
Writes stories and paragraphs but makes quite a few errors
Can write short connected descriptive sentences on ones own with some grammatical errors
Cannot write even short sentences of ones own makes a lot of mistakes
Ha
nd
wri
tin
g
Is neat and legible All letters and strokes are consistent and joined correctly Transcription is error free
Is neat and legible Occasional inconsistency seen in formation of letters and strokes Transcription is error free
Is legible but sometimes inconsistent with his strokes and letters Transcription has occasional errors
Handwriting is not very neat Transcription has many errors
Is neither legible nor consistent
Gra
mm
ar Can write sentences
accurately Can write sentences accurately most of the time
Can write sentences with quite a few errors
Can write sentences with a lot of mistakes
Cannot write with accuracy Needs help very often
Sp
ell
ing
s Can spell all words correctly Tries to spell new words
Can correctly spell all the words most of the time Falters occasionally
Can correctly spell words but sometimes makes mistakes
Makes a lot of spellings mistakes
Cannot spell words properly Has to be helped
Vo
cab
ula
ry Has a rich
vocabulary Often uses new words and phrases in written and spoken forms
Has a good range of vocabulary and phrases Uses new words only most of the time
Has a fair range of vocabulary Uses new words sometimes
Vocabulary is limited to only those words which have been taught in class
Has a poor stock of vocabulary
03
Sp
ea
kin
g
Sk
ills
Co
nv
ers
ati
on
Is fluent and spontaneous Responds to situations appropriately and accurately Can narrate incidentsanecdotes and can participate in a discussion on a given topic with ease
Is fluent and spontaneous most of the time Responds to the situations appropriately but fumbles for words occasionally Can narrate incidentsanecdote and can participate in discussions with efforts
Lacks spontaneity fluency and accuracy sometimes Response time rather long Needs prompting most of the time
Lacks spontaneity fluency and accuracy
Needs help most of the time
Re
cita
tio
n
Can recite a poem or a story with proper speed Dictation expression and tone
Can recite a poem or a story with proper speed or expression but makes occasional mistakes in pronunciation or forgets at times
Can recite a poem or story with occasional prompting Expression is not very strong and effective
Cannot recite an entire poem or story without prompting Pronunciation expression is not appropriate
Recitation is poor Lacks expression
04
Lis
ten
ing
Sk
ills
Co
mp
reh
en
sio
n
Can comprehend oral questions instructions stories poems
Comprehends oral question instructions stories and poems most of the time
Has some difficulty in comprehending Instructions stories or poems Needs guidance quite often
Understands simple conversation in familiar situations Needs simplification or translation most of the time
Cannot understand instructions Needs help all the time
Ex
tra
Re
ad
ing
Can read short storiespoems for pleasure on ones own with complete comprehension Can form opinions and evaluate characters and incidents
Reads storiespoems for pleasure Sometimes needs help in understanding the story Can form opinions and evaluate characters and incidents
Needs a lot of help with understanding of stories and poems Can evaluate a character or a situation only sometimes
Shows lack of interest in reading stories or poems Needs a lot of prompting
Not interested to read at all any extra material of ones own
Act
ivit
ies
P
roje
ct
Participates enthusiastically in activities Projects
Enthusiastically participates in activitiesProjects most of the time
Needs persuasion by the teacher for active participation
Seldom participates in activities projects assigned
Does not participate at all
MATHEMATICS
A+ A B C D
Co
nce
pt
Understands the concepts with logical thinking and good reasoning skill
Understands the concepts thoroughly
Understands the concepts and is able to apply most of them correctly Needs occasional help
Takes more time in understanding new concepts and requires frequent help
Needs help most of the time in understanding the concepts and logically applying them Activity Very confident
Act
ivit
y
Very confident original and creative in-group activities Has tremendous team spirit
Takes keen interest in doing various activities and applying the concepts to real life situations
Quite creative but needs to be more innovative and original
Takes interest but needs to be more systematic and organized
Lacks initiative and is disinterested in-group activity
Ta
ble
s
Has understood the concept of grouping the numbers and knows the tables by heart Can also do dodge tables
Knows the tables but falters a little in dodge tables
Knows the tables but Makes mistakes in tables of higher number Falters in dodge tables
Has not understood the concept of tables Makes a lot of mistakes in dodge tables
Has not learnt the tables Cannot do dodge tables at all
Me
nta
l a
bil
ity
Takes immense delight in working with mathematical problems mentally
Has a good number sense Quick in solving problems mentally
Solves mental sums with ease but at times makes careless mistakes
Can perform mental calculations but falters occasionally
Slow in solving sums mentally
Wri
tte
n
wo
rk
Work is neat and methodical Presentation is a source of inspiration for others
Neat and systematic work
Neat and regular work but sometimes not up to the mark
Often the work is untidy and the figures are shabbily drawn
Untidy work Late in submitting the assignments
ENVIRONMENTAL SCIENCE
En
vir
on
me
nta
l S
en
siti
vit
y
Has the ability to reason does independent thinking has value appreciation for truth and aesthetic sensitivityobservation
Can do some independent thinking and is quite observant with reflexes of occasional appreciation
Can attempt to answer simple questions based on reasoning and observation
Has difficulty in reasoning and observing Can attempt to answer simple questions
Needs prompting to answer simple questions
Act
ivit
y
Pro
ject
Very innovative Collects information is able to present the work neatly does reference work
Work is informative and neat most of the time
Work is informative and more or less neat tends to take support and help
Presentation needs improvement less informative
Work is untidy and files not well kept and work is least informative
Gro
up
D
iscu
ssio
n
Listens to others point of view and is able to add to them Makes interesting observations has a good organization of thoughts
Listens to others View point and hesitates to answer
Listens passively and offers no views hesitates to answer needs occasional help to give views
Has some difficulty in comprehending instructions has to be prodded to give answers
Has difficulty in paying attention and following instructions needs simplification most of the time
SCIENCE C
on
cep
t Excellent ability to understand grasp recall define and reason Understands and differentiates textual material with great case Is able to apply relevant knowledge and tabulate facts well Reads and comprehends text diagram and web chart quickly
Good ability to understand grasp recall define and reasons Understands the textual material with ease Is able to apply relevant knowledge Reads and comprehends text diagram and web chart
Can understand and recall the textual material Is able to apply relevant knowledge and tabulate facts can read and comprehend diagrams and web charts
Can understand grasp recall define and reason Understands the textual material and with help from the teacher Is able to tabulate facts well Reads and comprehends text diagram and web chart with difficulty
Needs continuous guidance in understanding Finds difficulty in reading and comprehending text
Act
ivit
y
Pro
ject
Voluntarily participates in all the activities and enjoys experiments Highly appreciable creative and original in presentation Is explorative innovative and infers a result after experimenting does extensive reference work
Participates in most of the activities and Performs experiments with interest Excellent creative project presentation Is explorative and innovative in experimenting does reference work
Participates in some of the activities and performs some experiments Good project presentation with little creativity Is explorative in experimenting sometimes does reference work
Participates in very few activities and rarely performs any experiments Satisfactory project presentation not very creative Rarely read any reference books
Needs a lot of encouragement to participate in activities or perform experiments Project presentation is not creative and systematic Not interested in extra reading
Sci
en
tifi
c S
kil
ls
Has a very keen observation inquisitive approach likes to experiment in a systematic way and draws accurate diagrams and records information correctly carefully and systematically Is able to analyze draw inference and apply information
Has a keen observation is inquisitive does systematic work and draw neat diagrams records information correctly carefully and systematically Is able to analyze draw inference and apply information
Sometimes inquires about concepts usually does experimentation in a systematic way and draws diagrams correctly Records information Is able to draw inference and apply information with some difficulty
Rarely inquisitive Does experimentation when told not very systematic work and untidy diagrams Is not able to draw inference and apply information
Not interested in experimentation recording or drawing inference Not very tidy and organized in his work Generally disinterested
Gro
up
Dis
cuss
ion
Actively participates and usually leads all group discussions Very often makes interesting observations and adds to the points given Can analyze points critically and generate new ideas
Actively participates Good relations with other members Often makes interesting observations can analyze some points critically
Participates sometimes Satisfactory relations with other members Sometimes makes interesting observations Can analyze few points
Hesitant to participate in-group discussions Poor relations with other members Rarely makes observations Unable to analyze points
A passive participant Never makes observations unable to analyze points
COMPUTER EDUCATION
Sk
ills
Very confident in using graphic skills word processing skills and operating skills
Skilled in operating and word processing skills
Shows excellent eye hand coordination in operating skills
Uses computer to enhance his knowledge on various topics taught in class Uses computer as a tool
Needs help from the buddy to complete his assignments
Ap
titu
de
Excellent in selecting and using different colours creating pictures and identifying different features of multimedia in work presentations
Shows special aptitude in using tools to create shapes and lines
Works with confidence and handles mouse with competence
Is able to combine text and graphics with help from teacher
Takes time to locate keys on the keyboard
GAMES
En
thu
sia
sm Plays with full
intrinsic Motivation
Plays with full intrinsic motivation most of the time
Plays with zeal but of his choice games
Plays but only when commanded
Always gives excuses
Dis
cip
lin
e
Obeys all class discipline voluntarily and plays by following all rules of the game
Obeys all class discipline voluntarily most of the time and plays by following all rules of the games
Obeys class discipline on command and follows rules only suited to his advantage
Obeys due to fear of punishment Follows rules on command with displeasure
Lacks discipline
Te
am
sp
irit
Has team spirit and plays for winning
Has team spirit and plays for winning most of the time
Puts his effort individually
Shows team harmony on and off
Not a team player
Tal
ent
Str
en
gth
a
nd
sta
min
a
spee
d)
Outstanding development of skills and displays high performance
Excellent development of skills and displays high performance most of the time
Very good skill development but performs occasionally
Average skill development
Slow skill development`
MUSIC
Inte
rest
Always very keen to learn and follow given instructions
Very keen to learn and follow instructions most of the time
Needs little drive to learn and start
Sometime shows interest
Does not show much interest
Rh
yth
m Child has a good
sense of rhythm and keeps pace with the beat
Child has a good sense of rhythm and sometimes falters in keeping pace with the beat
Sometimes loses pace with the beat
Sometimes goes off the beat and cannot make it up
Does not have the sense of rhythm
Me
lod
y Child has a good
sense of tune Child has a good sense of tune and goes off key Occasionally
Child goes off key sometimes can come back in tune
Child has the sense of time but goes off key in higher octave
Child does not have much sense of music
PERSONALITY DEVELOPMENT
Co
urt
eo
usn
ess
Very careful about wishing saying sorry thank you and excuse me Always stands up to give respect Always speaks politely and uses good vocabulary never interrupts in between
Wishes others most of the time says sorry thank you and excuse me stands up to give respect speaks politely never interrupts in between
Many times wish others (says sorry thank you and excuse me) Some times interrupts in between speaks politely may times
Sometimes avoids to wish (says sorry thank you and excuse me) Some times speaks politely interrupts in between
Avoids wishing (say sorry thank you and excuse me) Aggressive and impolite
Co
nfi
de
nce
Always very confident in carrying out various activities
Very confident in carrying out various activities most of the time
Confident in carrying out most of the activities
Quite confident but needs to come up with hisher ideas
Needs to develop confidence
Ca
re o
f B
elo
ng
ing
s Always respects the belongings and takes care
Takes care of self as well as others property most of the time
Most of the times takes care of belongings
Takes care but does not bother about others
Careless about self as well as others property
Ne
atn
ess
Always wears proper and neat uniform Very careful about personal hygiene
Wears proper and neat uniform Sometime nailshairteeth not clean
Wears proper and neat uniform most of the time
Most of the times in improper uniform often not careful about hygiene
Often untidily dressed
Re
gu
lari
ty a
nd
p
un
ctu
ali
ty
Very particular about being regular and punctual to school classroom Always regular in doing and submitting assignments and projects
Often particular about being regular and punctual to schoolclassroom often regular in doing and submitting assignments and projects
Sometimes particular about being regular and punctual Sometimes late in submitting assignments
Sometimes irregular and not punctual to schoolclassroom Sometimes late in submitting assignments and projects
Irregular and sometimes late to schoolclassroom Rarely submits assignments and projects in time
Init
iati
ve
Always tries to do things independently Always ready to participate in oral discussionsextra curricular activities
Most of the times tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Often tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Sometimes tries to do things independently Sometimes ready to participate in oral discussionsextra curricular activities
Never does things independently a voids participating in oral discussionsextra curricular activities
Sp
irit
of
serv
ice
Always volunteers to participate in all activities for a social cause Always ready to help others
Volunteers to participate in activities for a social cause most of the time Often ready to help others
Often volunteers to participate in activities for a social cause Often helps others
Sometimes volunteers to participate in activities for a social cause Sometimes helps others
Rarely participates in activities for a social cause Never bothers to help others
Re
spe
ct o
the
rs
pro
pe
rty
Always follows rules and regulations Takes good care of property and consciously makes efforts to keep the environment clean
Most of the time follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Often follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Sometimes follows rules and regulations Does bother about others property Sometimes litters hisher surroundings
Does not follow rules and regulations Is not sensitive about others property Often litters hisher surroundings
Se
lf c
on
tro
l
Well disciplined in the classroom corridors staircase Never misbehaves or fights in the playgroundbreak Emotionally a balanced child
Disciplined in the classroomcorridorsstair case most of the time Never misbehaves or fights in the playgroundbreak
Disciplined in the classroomcorridors staircase most of the time Occasionally misbehaves or fights in the playground break
Disciplined in the classroom but not in corridors staircase Often misbehaves or fightsbullies in the play groundbreak
Indiscipline in the classroomcorridorsstaircase Mostly misbehaves fights bullies in the playgroundbreak
ART amp CRAFT
Inte
rest
Shows great enjoyment and aptitude for drawing and painting - recognizes the value of art
Shows great enjoyment and aptitude for drawing and painting ndash recognizes the value of art most of the time
Enjoys drawing and painting Shows imagination some time
Prefers to be guided than using his own imagination
Prefers to reproduce what is seen Needs repeated instruction
Cre
ati
vit
y
Has original drawing and innovativeness in the work Shows more feeling and expressions in hisher work
Has original drawing and innovativeness in the work shows more feeling and expressions in hisher work most of the time
Good at reproducing Shows feelings and emotions
Can communicate the ideas in terms of effect and appeal
Lacks creativity and looks for ideas and instructions from the teachers
Sk
ill
Excellent development of skills and high performance
Excellent development of skills and high performance most of the time
Skills development is good but performs occasionally
Very slow skill development
No skills
Learning Indicators (Source NCERT CCE Manual)
ENGLISH
At the end of class III learners will be able to do the following (Learning outcomes) Talk about themselves members of the family and the people in their surroundings Follow simple instructions requests and questions and use formulaic expressions
appropriately Enjoy doing tasks (including singing a rhyme or identifying a person object or thing)
in English Recognize whole words or chunks of language Recognize small and capital forms of
English alphabet both in context and in isolation Read simple wordsshort sentences with the help of pictures and understand them
Write simple wordsphrasesshort sentences Listening Curricular Expectations Understand simple English language spoken in their immediate environment Enthusiasm to listen to English with understanding Appreciate non-verbal clues and respond through speaking body language
Pedagogic Processes Clear lip movement for children with hearing impairment to lip read
Familiarizing children with day to day spoken English (small sentences and phrases) in class assembly playground etc with peersgroups
Creating learning situations for using greetings and polite forms of expression Using formulaic expressions such as lsquoSit in a circlersquo and helping children become familiar with these expressions and use them
Familiarizing children with the sound system of English through chunks of language such as ldquoan applerdquo and connecting it with visualsrealia
Giving oral instructions for gamesactivities in simple English Introducing content and devising tasks that encourage children to draw on diverse
experiences and make connections with what is worthwhile and important to them Encouraging children to watch English cartoons (Listening and speaking are
developing in conjunction) and speak about it Providing input via audio-videoreading out from material and generating interest
through pair and group workrole-play Facilitating pairgroup work where children share their experiences
Providing learning situations such as role play to listen and communicate messages Using picture clips photos singing storytelling effective questions music etc
Narrating variety of stories from the textbook and beyond helping children to talk about the main idea Using a number of facial expressions dramatizing and picturising stories
Asking questions based on the texts using mother tongue and scaffolding wherever necessary using role play
Reading aloud action songspoems encouraging children to sing collectively (Listening and speaking are connected) using gestures
Giving dictation of a few simple sentences to enable children to listen and write (Listening is linked with speakingwriting)
Playing music (non-verbal) and encouraging children to express themselves through speech action dance drama photographs film clips puppets comics displays and singing
Drawing attention to onomatopoeic sounds such as a tap-tap buzz grrr etc
Learning Indicators (Progression) Listening Responds to English words and sentences used in classschool in home
languageEnglish eg mode of transportation post office other sources etc and reads the poem aloud and
enact etc Responds to simple greetings and polite forms of expression in Englishhome
languagefacial expressionbody language eg Please work with your friend etc Let us tidy the place (simple 6-8 sentences)
Follows rules of gamesactivities eg Today we will play lsquorelay racersquo Do you know how is it played Irsquoll tell you the rules and wersquoll play
Engages with English cartoons childrenrsquos filmsvisuals eg Describe what you saw in the film and other related questions etc
Shows interest in listening to experiences of her peers and others in English and home language eg All the students had gone for a picnic and are now sharing their experiences
Attends to oral messagestelephonic communications and communicates them in English home language eg Receives messages and conveys Listens to new words and pointsindicates objects and persons eg Listening a story and understanding the meaning of words in context
Understands the story and tells the main action in it (Listening amp Speaking in conjunction) in home languageEnglishsign language
Shows enthusiasm to listen to English poems songs jokes eg Birds sing phone rings Responds to questions asked on textual material narrated stories in English home language eg Do you enjoy train rides
Takes dictation of chunks of words eg describing the classroom Draws with interest after listening to the input eg Follows steps and does the task and
also listens and writes wordssentence with understanding such as let us make an envelope
Enjoys rhyme and rhythm of poems and sings aloud eg I found a shell a curly one Lying on the sand Appreciates music and expresses in actionspeech Listens and co-relates various onomatopoeic sounds talks about them eg Tak tak is anybody there
Speaking Curricular Expectations Able to speak English along with home languageAble to ask questions Able to recite poems say dialogues phrases from stories plays etc Pedagogic Processes Encouraging lip reading to understand words even without sound Creating learning situations to introduce themselves to a new studentanother
teacher a visitorprincipal Familiarizing children with new vocabulary as per their context and making them
speak Using pictures objects realia models and wall displays at eye level large prints and signs Providing input encouraging for participation in class morning assembly programmes Providing situations picturesimagesartifacts to help children speak about them in pairgroups Creating learning situations via-drama storytelling group work role-playmock-
telephonic conversationsconversations between and among family members connecting it with the characters from lessons
Creating learning situations to speak about hobbies games food etc Giving a prompt to help children speak ldquoYou know I read a story which goes like thisrdquo
ldquoOnce my brother played a prank on me rdquo Based on the reading of the text children are encouraged to speak eg comprehension
connecting to previous knowledge
Varying the input as per the special needs of the child with hearing impairment Connecting learning to the real world and encouraging them to ask questions such as
Why canrsquot we play now Encouraging children to imagine and speak about characters and situations using
prompts or pictures to help children create stories Encouraging children to raise queries amp ask questions through various modalities like
visual auditory and kinesthetic Providing poems (from textbooks and other sources chosen by the teacher children
from childrenrsquos magazines childrenrsquos section in newspapers) All the bells are ringing there 10 Providing storiesplays (from textbooks and
beyond the textbook) Learning Indicators (Progression) Speaking Uses simple sentences to introduce herself in English home languagesign language
eg I am Jagat I study in class III I like ice cream and orange juice Speaks as per context eg Given a context from the text or real world gives appropriate
words Participates in different events such as role play poetry recitation drama organized
in school from time to time Speaks about situationspicturesimages in English and home language
Engages in conversation in English and home language with friends teachers and family using simple sentences and Responses eg The kite is flying The aero plane also flies
Narrates her personal experiences anecdotes stories she has read or heard in Englishhome languagesign language eg My pup is very sweet
Makes requests uses greetings and polite forms of expression Expresses her likes and dislikes eg I like to jump and skip Responds especially to the textual questions being asked in both English class and in
other subject classes in Englishhome language Narrates stories (imaginarydreamsactual situations etc) Asks questions about
things around her Asks questions based on the textbeyond the text out of curiositywhile engaging in conversation
Recites rhymes poems songs in groups and individually and through acting out Says phrasesdialogues from storiesplays Retells main idea of the storyplay
Reading They recognize some words in English and make some attempts to read unknown words using initial sounds They mostly rely on illustrations and teacher support to establish meaning in a text and may not understand everything that they read While they continue to use early decoding skills they are not yet able to predict from language context alone because of their yet developing English proficiency Gradually they can follow and read short simple texts along with the teacher and in class as shared reading activities
Curricular Expectations Understand the main idea locate details in the text (seen and unseen) Able to ask questions Understands the form and functions of grammar in context
Pedagogic Processes Providing visualspointing to illustrations in texts to encourage children to read
Familiarizes children with both small and capital letters of the alphabet Facilitating comprehension through various textsmovementactions Facilitating children to locate details sequence of ideas and eventsidentifying main
idea through various types of comprehension questions Facilitating children to relate ideas of the text with personal experience through
questions and interaction Introducing stories to facilitate comprehension Listening to poems showing
understanding through tone volume and action Introducing different kinds of texts such as descriptions stories folktales and poems
Providing beyond the text materials such as advertisements notices etc Facilitating reading of childrenrsquos magazines and childrenrsquos section of newspapers and
enriching the reading habits through exposure to school library reading corner Introducing titles of books movies etc Encouraging children to raise questions based
on their reading Drawing attention towards use of grammar in context and explaining it such as nouns
adjectives etc eg red rose Drawing attention to the use of punctuation through a variety of texts such as use of
capital and small case comma full stop Learning Indicators (Progression) Reading Reads small texts with comprehension Identifies locates main idea details and the
sequence of ideas and events and draws conclusions based on reading Relates ideas with her personal experiences eg After reading a story on travel is able
to connect with her experience of travelling in a bus train etc Reads and relates texts of home language Recognises themes such as triumph of good over evil Engages with different kinds of texts descriptions stories folktales and poems eg
She narrates the story that also deals with similar issues and connects with her life Connects with real life including home languagesign language
Engages in reading beyond the text materials and enjoys reading Infers the meaning of unfamiliar words by reading them in context
Reads titles of books movies captions Asks questions based on the reading or out of curiosity
Uses simple grammar in sentences eg Jamala is a good student Uses appropriate punctuation eg Jatin is my friend
Writing They develop the ability to use some basic conventions of writing in English They write texts using sentence structures based on oral structures and very simple repetitive texts By the end of class III they are beginning to write their own very short simple texts They write with less need for teacher transcription Their attempts at spelling depend on sounds Children begin with one word to phrases to sentences across class levels
Curricular Expectations Able to write short simple texts Pedagogic Processes Facilitating children to form letters and spacing properly Familiarising children with words from the text and immediate surroundings Drawing attention to the use of capital letters and punctuation marks such as full stop
comma question mark etc Giving dictation of sentencesshort paragraphs (listening and writing are developed in conjunction)
Providing texts (seen amp unseen) and encouraging writing answers to comprehension questions Providing verbalvisual clues to develop words sentence paragraphs Encouraging children to write on self family pets and home etc (Giving extra time
for children writing in Braille) Providing examples of writing through a variety of examples Providing examples of wordsphrases (linkers) to indicate sequence such as lsquoandrsquo butrsquo etc Providing examples of written texts to familiarize with grammar in context Familiarizing children with rhyming words creating rhythm through a poem Providing a variety of contexts such as going for a picnic a fair etc and helping them
develop new vocabulary Learning Indicators (Progression) Writing Draws enthusiastically according to the context and writes a little name etc Uses proper spacing between letters words and sentences Writes familiar words phrases simple sentences in Braille or print Uses capital letters and punctuation marks eg Finally I dressed up and went to school Takes dictation of chunks of words eg items needed for class library Writes answers for textual questions after comprehension (Writing is linked to
reading) Writes wordssentence paragraphs with the help of verbalvisual clues eg Pictures of
flowers fruits animals etc and writes Writes descriptions narratives 5-6 simple sentences on personal experiences Describing any event place object eg Look at the fish tank and write three sentences what you see
Uses appropriate punctuation forms in a variety of written texts Writes rhyming words eg Day-bay mouse house etc Makes lists for various purposes eg Prepare a list for class picnic mat water bottle tiffin towel bag etc Contributes for the school magazine (drawing with caption etc)
Concern for Immediate Environment Curricular Expectations
Develop concern for immediate environment (both physical and social) through observation which leads to development of language skills in an integrated manner Pedagogic Processes
Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and providing related vocabulary
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
नवॊफय
हदसॊफय
ऩाठ ndash15
भाॉ धयती ऩाठ ndash16
हभायी दतनमा
ऩाठ ndash17
हहॊदी चगनती ऩाठ ndash18
अॊतरय
ऩाठ ndash19
ईदगाह
ऩाठ ndash20
तनमभ
ऩाठ-14 अनक
शबदो क सरए
एक शबद
ऩाठ-15 सभह क सरए एक शबद
कहानी-रखन
ऩषठ-94 अनचछद ndashऐस भनाई
तरफना ऩटाखो क दीवारी ऩषठ-90
ऩाठ-16 चगनती ऩाठ-17हदन भहीन
अऩहठत गदमाॊश
ऩषठ-104
ऩतर-रखन ऩषठ89
ऩाठ -12
तकफॊदी ऩाठ -13 हदशा
ऩाठ ndash14
सजनातभक
कामण
ऩाठ ndash15 व 16
अऩहठत गदमाॊश
1सौय ऩरयवाय का चितर फनाना ऩाठ ndash16
2ऐस कछ रोगो क
चितर िऩकाना जो हभायी सहामता कयत ह-
वमाकयण ऩाठ -14
1 1स 50 तक हहॊदी चगनती एलफभ भ सरखना वमाकयण
ऩाठ -10
2 कहानी सनाना
3कववता ऩाठ
4 का कामण व गह कामण
एप ए -4 जनियी स पयियी
एसए ndash 2 भाचच भािण अभत हहॊदी ऩाठभारा ऩाठ 12 स 22 तक
वमाकयण सोऩान ऩाठ 2 5 6 व 7 स 12 तक
ऩतर व कहानी रखन
अभमास ऩसततका ऩाठ 8 स 19
जनवयी
पयवयी
ऩाठ ndash21
सतमवादी याजा हरयशिॊदर
ऩाठ -22
टरीववजन का जादगय
ऩाठ-18 ऩश-ऩकषमो कीफोसरमाॉ ऩाठ-19 चितर -वणणन अनचछद ndashजफ भयी ऩततक खो गई थी
ऩषठ 83
कहानी-रखन
ऩषठ-95
ऩाठ-20 सॊवाद-रखन
अनचछद ndash भयी भाॉऩषठ-82
ऩतर रखन ऩषठ90
कहानी-रखन ऩषठ-95
ऩाठ ndash17 याषरीम ऩवण
ऩाठ18
कववता रखन
ऩाठ ndash19
चगनती
1नाटम भॊिन
ऩाठ ndash 21
2आववषकायको
क नाभ
ऩाठ ndash 22
1नाटम भॊिन
2फहववकलऩीम परशन वमाकयण
3 का
कामण व गह कामण
4 का
कामण व गह कामण
Syllabus Distribution of Maths (Class III)
Month Course Book Work
sheet
Assess
ment
FA Tasks
April Ch-1 Numbers and Numeration
Revision Number Name up to Thousands Place Value Expansion of Numbers Comparison of Numbers Successor and Predecessor Skip Counting Ch-2 Roman Numerals
Basic Symbols Reading and Writing Roman Numerals
Pg No 1
to 10 and
15 to 17
FA1
(April-
May)
1 MCQ (Ch-12)
2 Number Games
May Ch-3 Addition
Addition of 23 and 4-digit number with
carry and without carry
Facts about addition Solve and Frame the Word Problem Estimation Mental Arithmetic
Pg No 18
to 23
3 Forming
Roman
Numerals
using
Matchsticks
4Homework
and
Classwork
July Ch-4 Subtraction
Subtraction of 23 and 4-digit number with borrowing and without borrowing
Facts about Subtraction Solve and Frame Word Problem Estimation Mental Arithmetic Ch-5 Multiplication
Multiplication by 1 and 2-digit Number Properties of Multiplication Word Problems related to Multiplication
Pg No 24
to 43
FA-2
(July-
August)
1 Activity based on Subtraction using Geometrical Shapes
2 Activity based on Multiplication using Flash cards
August Ch-6 Division
Facts about division Relation between Multiplication and
Division Long Division Method with Remainder
and without Remainder Number Stories
Pg No 44
to 54
3 Activity on Division (Rajma and Ice tray)
4 Homework and Classwork
Month Course Book Workshe
et
Assess
ment
FA Tasks
September Ch-8 Geometrical Shapes Plane Shapes Solid Shapes Tangram Perimeter Circle Symmetry
Pg No 75 to 87
SA-1 (Sept-
ember)
Ch-1 to 6
October Ch-7 Fractions Like and Unlike Fractions Equivalent Fractions Comparison of Fractions Ascending and Descending Order Addition and Subtraction
Pg No 55 to 59 73 and 74
FA-3 (Oct- Nov)
1 Pen- Paper test (Ch-7 8) 2 Activity based on Fractions by showing shaded and un shaded parts
November Ch-10 Money Conversion of Money Addition and Subtraction Multiplication and Division Make Rate Charts and Bills
Pg No 66 and 67 88
to 91
3 Activity on Geometrical Shapes through paper cutting and folding 4 Homework and Classwork
December Ch-11 Time Reading Clock Time Conversion Calendar Ch-12 Pictorial Representation of Data Read and Draw Pictograph
Pg No 60 to 65
FAndash 4 (Jan- Feb)
1 Oral Test (Time) 2 Activity based on Money through artificial notes and coins
January Ch-9 Measurement(Length) Conversion Addition Subtraction
Multiplication and Division of Metric Units
Estimation
Pg No 68 to 72
3 Activity based on Time through their daily routine
February Ch-9 Measurement
(Weight and Volume)
Conversion Addition Subtraction
Multiplication and Division of the problems related to weight and capacity
Number stories
Pg No
11 to 14
4 Homework and Classwork
March Revision of Syllabus for SA- 2 SA - 2 Ch- 7 to 12
Syllabus Distribution of of EVS (Class III)
Month Course Book (My Vibrant
Planet)
Key Concept AV Experien
ce
Assess-ment
FA Tasks
April Ch-1 Our Sun and Solar System
Ch-2 Early Man
Parts of Sun Cardinal directions solar system Phases of Moon Important Discoveries by early men
Videos on
Solar System
Discovery of fire and wheel
Rotation Revolution
FA ndash 1
(April - May)
1 Pen-Paper Test Including MCQ Based on Solar System and Early Man
2 Diagram of Solar System and Different Tools used by early men
3 Creative Writing on
topic ldquoWaterrdquo
4 HW And CW
May Ch-3 Introduction to water
Forms and properties of water
Video on Uses and Forms of water
Properties of Water
July Ch-4 Uses of Water
Ch-5 Water Conservation
Ch-6 Major Cities Near Seas
Uses of water water conservation water cycle
Video on
Water cycle
FA ndash 2
(July - August)
1 Project on 3 Rrsquos
2 Group Discussion on Water Conservation
3 Pen-Paper Test on Topic Uses Source and Conservation of Water
4 HW And CW August Ch-7 The
Earth
Ch- 8 Our Environment
Parts of Earth Physical Features of India
Global Warming Pollution
Video on Types of pollution
Physical features of India
September Ch-9 Living
Things
Living Things
Characteristic
s of Living
Things
Video on
Character
-istics of
Living
Things
SA - 1 Ch- 1 To 5 7 And 8
Month
Course Book (My
Vibrant Planet)
Key Concept AV
Experience
Assess-
ment FA Tasks
October Ch-10 Plants Ch-11 Animals and Birds
Plants Parts and types of plants germination plants as sources of food different ways of cooking animals and birds shelter parts of body types of feathers and beak
Video on Germination Skeleton
FA ndash 3 (Oct ndash Nov)
1 Pen Paper Test Including MCQ Based On Properties and Uses of Air Types of Plants and Animals and Birds Classification
2 Diagram of beaks claws and germination of seed
3 Role Play on lsquoOur Bodyrsquo
4 HW and CW
November Ch-12 Our Body Ch-13 Air Around Us
Our Body Five senses external and internal organs of body skeleton And muscles atmosphere pollution
Video on External and Internal Body Organs with Function and Air Pollution
December Ch- 14 Means of transport and communication
Types of Transport and Communication
Video on Types of Transport and Communication
January Ch-15 Festivals of India Ch- 16 Dresses of India
National Harvest and Religious Festivals Seasons
Video on Types of Festivals
FA ndash 4 (Jan - Feb)
1 Pen paper Test Including MCQ on Dresses and Festivals 2 Radio Show on lsquoCelebrityrsquo 3 Project on Means of transport and communication 4 HW and CW
February Ch-17
celebrity
Life History of
Saina Nehwal
Video on
Celebrity
March Quick
Revision
SA - 2 Ch - 10 to 16
Syllabus Distribution of of GK (Class III)
Month Topics PgNo Activities April Animal Mates
Resources of Life Neighbourhood Services Amazing Machines Leaders of Change Spot the Difference Rainwater Harvesting Generating Electricity Rebus Voyage Through Oceans
6 7 17 18 25 26 34 35 46 47
1 Name some more male and female species of some other animals which are not given in book 2 Find some other neighbourhood services with the services they provide
May Our Animal Friend Kitchen Secrets Modes of Transport Shapes And Pattern Bird Watching
8 9 19 27 36-37
1 Mark the oceans and continents on map of the world
2 Name some animals (other than book) and the products we get from them
July Components of Food Marvels of the World Story Of Paper A Trip to Planetarium Substances Matters Amazing Plants
10 20 28 38 48 56-57
1 Make a list of new seven wonders with pictures
2 Collect information on any one of the aquatic plants
August Places of Interest Festivals of the World Odd One Out Water Cycle Sharpen Your Mind
11 21 29 39 49
1 Make a list of some places (other than book) of your interest with reason
2 Collect information on any one of the festival which is not mentioned in book
3 Pen paper test Pg no 6171920343539475657
September Exploring the Earth Amazing Facts
58 59
October Wetland
On the Floor
12-13
22
1 Make a list along with the pictures of various other dance forms of other countries
November Cycle of Seasons
World of Athletics Enjoy Your Meal Locating Objects Man on Moon
14-15 23 30 40 50-51
1 Draw the route map from your home to a school
2 Make a list of sports which are the parts of Olympics
January The Little Fir Tree Healthy Lifestyle Camouflage Service Before Self Sounds of Things Important Dates
32 33 42-43 44 54 61
1 Find out the names of some animals who conceal themselves by blending with their surroundings
2 Try to solve grid puzzle from the
newspaper February Maths At a Glance
Letrsquos Dress Up States and Capitals
58 59
1 Pen paper test pgno
3031415558596061 6263
March First In the World Famous Characters and Their Creations
63 64
Syllabus Distribution of Moral Education (Class III)
Month Live and Let Live
April and May Ch-1 Mind and Body
July Ch- 2 Keep Surroundings Clean
August Ch-3 Do Hard Work
September Ch-4 Courage Within Me
October Ch- 5 Letrsquos Love India
November Ch- 6 It is lsquoWersquo Not lsquoMersquo
December Ch-7 Stop Pollution
Januray Ch- 8 Being Non ndashViolent
February Ch-9 You Are Great
Syllabus Distribution of Computer (Class III)
Month Course Book Assess
ment FA Tasks
April L-1 Introduction to a Computer 11 Computer ndash A Smart Machine 12 Working of a Computer 13 Features of a Computer 14 Limitations of a Computer 15 Types of Computer 16 Computers in other Machines
FA ndash 1 (April- May)
1 Class work done in book and notebook
2 Activity of Identifying pictures
May L-2 Parts of a Computer 21 Hardware 22 Software 23 Differences between Hardware
and Software
3 Quiz Competition on the topic lsquo Hardware and Softwarersquo
4 Type the names and features of any ten keys in Word pad
July L-3 MS Windows The Operating System
31 Microsoft Windows 32 Working with Windows 7 33 Understanding Files and Folders 34 Application Window 35 Some Components of Application
Window 36 Windows XP Versus Windows 7
FA ndash 2 (July- Aug)
1 Class work done in book and notebook
2 Lab Activity related to L- 3
3 Drawing Flag of
India in Paint 4 Identifying and
naming the tools August L-4 More on MS Paint
41 Curve Shape 42 Polygon Shape 43 Menu Bar
September Revision of L- 1to 4 for SA ndash 1 Sample Paper-1(Pg No-56)
SA -1 (Sept-
ember)
L-1 to 4 Complete with MCQ TrueFalse Fill in the Blanks Match the Column Crosswords Identify and label the pictures and Question Answer + Lab Activities related to L 1 to 4done in the lab
Month Course Book Assessment
FA Tasks
October L-5 Editing in MS Paint 51 Selecting the Drawing 52 Using Clipboard 53 Image Group 54 Changing the Size of an Image
FA - 3 (Oct-Nov)
1 Class work done in book and notebook
2 Make a greeting card for your teacher using all the tools of MS Paint
November L-6 LOGO A Computer Language 61 LOGO 62 Starting MSW Logo 63 Components of a LOGO 64 LOGO Primitives 65 Repeat Command 66 Exiting LOGO
3 Lab Activity related to L-6
4 Make a list of shortcut of commands on a thick sheet
December L-7 LOGO Arithmetic 71 Revision of LOGO Primitives 72 Print Primitive 73 Calculations in LOGO 74 Print with Logical Operators
FA- 4 (Jan-Feb)
1 Make a poster on LOGO Primitives
2 Lab Activity related to L- 7
3 Lab Activity related to L- 8
4 Crossword related to ldquoMS Wordrdquo
January L-8 Learning MS Word 81 Starting MS Word 2010 82 Parts of MS Word Window 83 Typing Text 84 Creating a New Document 85 Saving a File 86 Printing a Document 87 Closing a Document 88 Opening an Existing Document
February Revision of L-5 to 8 for SA- II Sample PaperndashII(PgNo98) Olympiad Practice Sheet (Pg No 104)
March Revision of all the Chapters for SA II SA -2 L-5 to 8 Complete with MCQ TrueFalse Fill in the blanks Match the Columns Crosswords Identify and label the pictures and Question Answers + Lab Activities related to L 5 to 8 done in the Computer lab
Assessment Rubrics(Source CBSE CCE Manual)
REPORTING STUDENTSrsquo ACHIEVEMENT While reporting studentsrsquo achievement in different areas indirect grading in absolute scale having five points may be used The grades will stand for the following distribution of marks A+ Outstanding 90 - 100 A Excellent 75 - 89 B Very Good 56 - 74 C Good 35 - 55 D Scope for improvement Below 35 The grade of the child can be computed in the achievement card based on the percentage of presence of behaviour indicator in the above category of percentiles Besides certain remarks can be made in scholastic and co-scholastic areas as well as the achievement level of the child These remarks will help the parents and the child to provide the learning skills in that area by devoting more learning efforts Thus continuous and comprehensive evaluation is a useful proposition for improvement of studentsrsquo achievement through continuous diagnosis remediation encouragement and appreciation It requires coordinated and concerted efforts on the part of Principals teachers and parents for the multifaceted personality development of the child The enclosed rating scales are expected to help the teachers in proper placement of students in terms of the different grades
LANGUAGES Aspects Sub-
Skills A+ A B C D
01
Re
ad
ing
Sk
ills
(L
ou
d R
ea
din
g)
Pro
nu
nci
ati
on
Can read short storiesarticleswords on ones own and uses his phonetic skills to pronounce new words
Can read short storiesarticle on ones own most of the time Uses his phonetic skills to pronounce new words most of the time
Can often read short stories with varying speed and guidance most of the time
Can read short stories with varying speed and guidance from the teachers most of the time
Needs help and prompting by the teacher all the time
Flu
en
cy
Can read simplecomplex passages fluently with proper speed expression and pronunciation
Can read simplecomplex passages fluently with speed but needs occasional prompting
Can read simple passages but takes time to read each word lacks fluency speed and expression
Can read simple passages with guidance or prompting most of the time
Fumbles a to while reading even simple sentences Needs help all the time
Co
mp
reh
en
sio
n Can read and
understand text and answer questions correctly
Can read and understand text and answer most of the questions correctly
Can read and understand text and answer some of the questions correctly
Can read and understand text with the help of teacher
Cannot comprehend the text at all
Aspects Sub-Skills
A+ A B C D 0
2 W
riti
ng
Sk
ills
Cre
ati
ve
Wri
tin
g
Can write short stories and paragraphs with accuracy and originality in sentence construction and use of vocabulary Ideas are arranged logically
Can write short stories and paragraphs on a given topic with a fair degree of accuracy Displays originality sometimes Ideas are generally logically arranged
Writes stories and paragraphs but makes quite a few errors
Can write short connected descriptive sentences on ones own with some grammatical errors
Cannot write even short sentences of ones own makes a lot of mistakes
Ha
nd
wri
tin
g
Is neat and legible All letters and strokes are consistent and joined correctly Transcription is error free
Is neat and legible Occasional inconsistency seen in formation of letters and strokes Transcription is error free
Is legible but sometimes inconsistent with his strokes and letters Transcription has occasional errors
Handwriting is not very neat Transcription has many errors
Is neither legible nor consistent
Gra
mm
ar Can write sentences
accurately Can write sentences accurately most of the time
Can write sentences with quite a few errors
Can write sentences with a lot of mistakes
Cannot write with accuracy Needs help very often
Sp
ell
ing
s Can spell all words correctly Tries to spell new words
Can correctly spell all the words most of the time Falters occasionally
Can correctly spell words but sometimes makes mistakes
Makes a lot of spellings mistakes
Cannot spell words properly Has to be helped
Vo
cab
ula
ry Has a rich
vocabulary Often uses new words and phrases in written and spoken forms
Has a good range of vocabulary and phrases Uses new words only most of the time
Has a fair range of vocabulary Uses new words sometimes
Vocabulary is limited to only those words which have been taught in class
Has a poor stock of vocabulary
03
Sp
ea
kin
g
Sk
ills
Co
nv
ers
ati
on
Is fluent and spontaneous Responds to situations appropriately and accurately Can narrate incidentsanecdotes and can participate in a discussion on a given topic with ease
Is fluent and spontaneous most of the time Responds to the situations appropriately but fumbles for words occasionally Can narrate incidentsanecdote and can participate in discussions with efforts
Lacks spontaneity fluency and accuracy sometimes Response time rather long Needs prompting most of the time
Lacks spontaneity fluency and accuracy
Needs help most of the time
Re
cita
tio
n
Can recite a poem or a story with proper speed Dictation expression and tone
Can recite a poem or a story with proper speed or expression but makes occasional mistakes in pronunciation or forgets at times
Can recite a poem or story with occasional prompting Expression is not very strong and effective
Cannot recite an entire poem or story without prompting Pronunciation expression is not appropriate
Recitation is poor Lacks expression
04
Lis
ten
ing
Sk
ills
Co
mp
reh
en
sio
n
Can comprehend oral questions instructions stories poems
Comprehends oral question instructions stories and poems most of the time
Has some difficulty in comprehending Instructions stories or poems Needs guidance quite often
Understands simple conversation in familiar situations Needs simplification or translation most of the time
Cannot understand instructions Needs help all the time
Ex
tra
Re
ad
ing
Can read short storiespoems for pleasure on ones own with complete comprehension Can form opinions and evaluate characters and incidents
Reads storiespoems for pleasure Sometimes needs help in understanding the story Can form opinions and evaluate characters and incidents
Needs a lot of help with understanding of stories and poems Can evaluate a character or a situation only sometimes
Shows lack of interest in reading stories or poems Needs a lot of prompting
Not interested to read at all any extra material of ones own
Act
ivit
ies
P
roje
ct
Participates enthusiastically in activities Projects
Enthusiastically participates in activitiesProjects most of the time
Needs persuasion by the teacher for active participation
Seldom participates in activities projects assigned
Does not participate at all
MATHEMATICS
A+ A B C D
Co
nce
pt
Understands the concepts with logical thinking and good reasoning skill
Understands the concepts thoroughly
Understands the concepts and is able to apply most of them correctly Needs occasional help
Takes more time in understanding new concepts and requires frequent help
Needs help most of the time in understanding the concepts and logically applying them Activity Very confident
Act
ivit
y
Very confident original and creative in-group activities Has tremendous team spirit
Takes keen interest in doing various activities and applying the concepts to real life situations
Quite creative but needs to be more innovative and original
Takes interest but needs to be more systematic and organized
Lacks initiative and is disinterested in-group activity
Ta
ble
s
Has understood the concept of grouping the numbers and knows the tables by heart Can also do dodge tables
Knows the tables but falters a little in dodge tables
Knows the tables but Makes mistakes in tables of higher number Falters in dodge tables
Has not understood the concept of tables Makes a lot of mistakes in dodge tables
Has not learnt the tables Cannot do dodge tables at all
Me
nta
l a
bil
ity
Takes immense delight in working with mathematical problems mentally
Has a good number sense Quick in solving problems mentally
Solves mental sums with ease but at times makes careless mistakes
Can perform mental calculations but falters occasionally
Slow in solving sums mentally
Wri
tte
n
wo
rk
Work is neat and methodical Presentation is a source of inspiration for others
Neat and systematic work
Neat and regular work but sometimes not up to the mark
Often the work is untidy and the figures are shabbily drawn
Untidy work Late in submitting the assignments
ENVIRONMENTAL SCIENCE
En
vir
on
me
nta
l S
en
siti
vit
y
Has the ability to reason does independent thinking has value appreciation for truth and aesthetic sensitivityobservation
Can do some independent thinking and is quite observant with reflexes of occasional appreciation
Can attempt to answer simple questions based on reasoning and observation
Has difficulty in reasoning and observing Can attempt to answer simple questions
Needs prompting to answer simple questions
Act
ivit
y
Pro
ject
Very innovative Collects information is able to present the work neatly does reference work
Work is informative and neat most of the time
Work is informative and more or less neat tends to take support and help
Presentation needs improvement less informative
Work is untidy and files not well kept and work is least informative
Gro
up
D
iscu
ssio
n
Listens to others point of view and is able to add to them Makes interesting observations has a good organization of thoughts
Listens to others View point and hesitates to answer
Listens passively and offers no views hesitates to answer needs occasional help to give views
Has some difficulty in comprehending instructions has to be prodded to give answers
Has difficulty in paying attention and following instructions needs simplification most of the time
SCIENCE C
on
cep
t Excellent ability to understand grasp recall define and reason Understands and differentiates textual material with great case Is able to apply relevant knowledge and tabulate facts well Reads and comprehends text diagram and web chart quickly
Good ability to understand grasp recall define and reasons Understands the textual material with ease Is able to apply relevant knowledge Reads and comprehends text diagram and web chart
Can understand and recall the textual material Is able to apply relevant knowledge and tabulate facts can read and comprehend diagrams and web charts
Can understand grasp recall define and reason Understands the textual material and with help from the teacher Is able to tabulate facts well Reads and comprehends text diagram and web chart with difficulty
Needs continuous guidance in understanding Finds difficulty in reading and comprehending text
Act
ivit
y
Pro
ject
Voluntarily participates in all the activities and enjoys experiments Highly appreciable creative and original in presentation Is explorative innovative and infers a result after experimenting does extensive reference work
Participates in most of the activities and Performs experiments with interest Excellent creative project presentation Is explorative and innovative in experimenting does reference work
Participates in some of the activities and performs some experiments Good project presentation with little creativity Is explorative in experimenting sometimes does reference work
Participates in very few activities and rarely performs any experiments Satisfactory project presentation not very creative Rarely read any reference books
Needs a lot of encouragement to participate in activities or perform experiments Project presentation is not creative and systematic Not interested in extra reading
Sci
en
tifi
c S
kil
ls
Has a very keen observation inquisitive approach likes to experiment in a systematic way and draws accurate diagrams and records information correctly carefully and systematically Is able to analyze draw inference and apply information
Has a keen observation is inquisitive does systematic work and draw neat diagrams records information correctly carefully and systematically Is able to analyze draw inference and apply information
Sometimes inquires about concepts usually does experimentation in a systematic way and draws diagrams correctly Records information Is able to draw inference and apply information with some difficulty
Rarely inquisitive Does experimentation when told not very systematic work and untidy diagrams Is not able to draw inference and apply information
Not interested in experimentation recording or drawing inference Not very tidy and organized in his work Generally disinterested
Gro
up
Dis
cuss
ion
Actively participates and usually leads all group discussions Very often makes interesting observations and adds to the points given Can analyze points critically and generate new ideas
Actively participates Good relations with other members Often makes interesting observations can analyze some points critically
Participates sometimes Satisfactory relations with other members Sometimes makes interesting observations Can analyze few points
Hesitant to participate in-group discussions Poor relations with other members Rarely makes observations Unable to analyze points
A passive participant Never makes observations unable to analyze points
COMPUTER EDUCATION
Sk
ills
Very confident in using graphic skills word processing skills and operating skills
Skilled in operating and word processing skills
Shows excellent eye hand coordination in operating skills
Uses computer to enhance his knowledge on various topics taught in class Uses computer as a tool
Needs help from the buddy to complete his assignments
Ap
titu
de
Excellent in selecting and using different colours creating pictures and identifying different features of multimedia in work presentations
Shows special aptitude in using tools to create shapes and lines
Works with confidence and handles mouse with competence
Is able to combine text and graphics with help from teacher
Takes time to locate keys on the keyboard
GAMES
En
thu
sia
sm Plays with full
intrinsic Motivation
Plays with full intrinsic motivation most of the time
Plays with zeal but of his choice games
Plays but only when commanded
Always gives excuses
Dis
cip
lin
e
Obeys all class discipline voluntarily and plays by following all rules of the game
Obeys all class discipline voluntarily most of the time and plays by following all rules of the games
Obeys class discipline on command and follows rules only suited to his advantage
Obeys due to fear of punishment Follows rules on command with displeasure
Lacks discipline
Te
am
sp
irit
Has team spirit and plays for winning
Has team spirit and plays for winning most of the time
Puts his effort individually
Shows team harmony on and off
Not a team player
Tal
ent
Str
en
gth
a
nd
sta
min
a
spee
d)
Outstanding development of skills and displays high performance
Excellent development of skills and displays high performance most of the time
Very good skill development but performs occasionally
Average skill development
Slow skill development`
MUSIC
Inte
rest
Always very keen to learn and follow given instructions
Very keen to learn and follow instructions most of the time
Needs little drive to learn and start
Sometime shows interest
Does not show much interest
Rh
yth
m Child has a good
sense of rhythm and keeps pace with the beat
Child has a good sense of rhythm and sometimes falters in keeping pace with the beat
Sometimes loses pace with the beat
Sometimes goes off the beat and cannot make it up
Does not have the sense of rhythm
Me
lod
y Child has a good
sense of tune Child has a good sense of tune and goes off key Occasionally
Child goes off key sometimes can come back in tune
Child has the sense of time but goes off key in higher octave
Child does not have much sense of music
PERSONALITY DEVELOPMENT
Co
urt
eo
usn
ess
Very careful about wishing saying sorry thank you and excuse me Always stands up to give respect Always speaks politely and uses good vocabulary never interrupts in between
Wishes others most of the time says sorry thank you and excuse me stands up to give respect speaks politely never interrupts in between
Many times wish others (says sorry thank you and excuse me) Some times interrupts in between speaks politely may times
Sometimes avoids to wish (says sorry thank you and excuse me) Some times speaks politely interrupts in between
Avoids wishing (say sorry thank you and excuse me) Aggressive and impolite
Co
nfi
de
nce
Always very confident in carrying out various activities
Very confident in carrying out various activities most of the time
Confident in carrying out most of the activities
Quite confident but needs to come up with hisher ideas
Needs to develop confidence
Ca
re o
f B
elo
ng
ing
s Always respects the belongings and takes care
Takes care of self as well as others property most of the time
Most of the times takes care of belongings
Takes care but does not bother about others
Careless about self as well as others property
Ne
atn
ess
Always wears proper and neat uniform Very careful about personal hygiene
Wears proper and neat uniform Sometime nailshairteeth not clean
Wears proper and neat uniform most of the time
Most of the times in improper uniform often not careful about hygiene
Often untidily dressed
Re
gu
lari
ty a
nd
p
un
ctu
ali
ty
Very particular about being regular and punctual to school classroom Always regular in doing and submitting assignments and projects
Often particular about being regular and punctual to schoolclassroom often regular in doing and submitting assignments and projects
Sometimes particular about being regular and punctual Sometimes late in submitting assignments
Sometimes irregular and not punctual to schoolclassroom Sometimes late in submitting assignments and projects
Irregular and sometimes late to schoolclassroom Rarely submits assignments and projects in time
Init
iati
ve
Always tries to do things independently Always ready to participate in oral discussionsextra curricular activities
Most of the times tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Often tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Sometimes tries to do things independently Sometimes ready to participate in oral discussionsextra curricular activities
Never does things independently a voids participating in oral discussionsextra curricular activities
Sp
irit
of
serv
ice
Always volunteers to participate in all activities for a social cause Always ready to help others
Volunteers to participate in activities for a social cause most of the time Often ready to help others
Often volunteers to participate in activities for a social cause Often helps others
Sometimes volunteers to participate in activities for a social cause Sometimes helps others
Rarely participates in activities for a social cause Never bothers to help others
Re
spe
ct o
the
rs
pro
pe
rty
Always follows rules and regulations Takes good care of property and consciously makes efforts to keep the environment clean
Most of the time follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Often follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Sometimes follows rules and regulations Does bother about others property Sometimes litters hisher surroundings
Does not follow rules and regulations Is not sensitive about others property Often litters hisher surroundings
Se
lf c
on
tro
l
Well disciplined in the classroom corridors staircase Never misbehaves or fights in the playgroundbreak Emotionally a balanced child
Disciplined in the classroomcorridorsstair case most of the time Never misbehaves or fights in the playgroundbreak
Disciplined in the classroomcorridors staircase most of the time Occasionally misbehaves or fights in the playground break
Disciplined in the classroom but not in corridors staircase Often misbehaves or fightsbullies in the play groundbreak
Indiscipline in the classroomcorridorsstaircase Mostly misbehaves fights bullies in the playgroundbreak
ART amp CRAFT
Inte
rest
Shows great enjoyment and aptitude for drawing and painting - recognizes the value of art
Shows great enjoyment and aptitude for drawing and painting ndash recognizes the value of art most of the time
Enjoys drawing and painting Shows imagination some time
Prefers to be guided than using his own imagination
Prefers to reproduce what is seen Needs repeated instruction
Cre
ati
vit
y
Has original drawing and innovativeness in the work Shows more feeling and expressions in hisher work
Has original drawing and innovativeness in the work shows more feeling and expressions in hisher work most of the time
Good at reproducing Shows feelings and emotions
Can communicate the ideas in terms of effect and appeal
Lacks creativity and looks for ideas and instructions from the teachers
Sk
ill
Excellent development of skills and high performance
Excellent development of skills and high performance most of the time
Skills development is good but performs occasionally
Very slow skill development
No skills
Learning Indicators (Source NCERT CCE Manual)
ENGLISH
At the end of class III learners will be able to do the following (Learning outcomes) Talk about themselves members of the family and the people in their surroundings Follow simple instructions requests and questions and use formulaic expressions
appropriately Enjoy doing tasks (including singing a rhyme or identifying a person object or thing)
in English Recognize whole words or chunks of language Recognize small and capital forms of
English alphabet both in context and in isolation Read simple wordsshort sentences with the help of pictures and understand them
Write simple wordsphrasesshort sentences Listening Curricular Expectations Understand simple English language spoken in their immediate environment Enthusiasm to listen to English with understanding Appreciate non-verbal clues and respond through speaking body language
Pedagogic Processes Clear lip movement for children with hearing impairment to lip read
Familiarizing children with day to day spoken English (small sentences and phrases) in class assembly playground etc with peersgroups
Creating learning situations for using greetings and polite forms of expression Using formulaic expressions such as lsquoSit in a circlersquo and helping children become familiar with these expressions and use them
Familiarizing children with the sound system of English through chunks of language such as ldquoan applerdquo and connecting it with visualsrealia
Giving oral instructions for gamesactivities in simple English Introducing content and devising tasks that encourage children to draw on diverse
experiences and make connections with what is worthwhile and important to them Encouraging children to watch English cartoons (Listening and speaking are
developing in conjunction) and speak about it Providing input via audio-videoreading out from material and generating interest
through pair and group workrole-play Facilitating pairgroup work where children share their experiences
Providing learning situations such as role play to listen and communicate messages Using picture clips photos singing storytelling effective questions music etc
Narrating variety of stories from the textbook and beyond helping children to talk about the main idea Using a number of facial expressions dramatizing and picturising stories
Asking questions based on the texts using mother tongue and scaffolding wherever necessary using role play
Reading aloud action songspoems encouraging children to sing collectively (Listening and speaking are connected) using gestures
Giving dictation of a few simple sentences to enable children to listen and write (Listening is linked with speakingwriting)
Playing music (non-verbal) and encouraging children to express themselves through speech action dance drama photographs film clips puppets comics displays and singing
Drawing attention to onomatopoeic sounds such as a tap-tap buzz grrr etc
Learning Indicators (Progression) Listening Responds to English words and sentences used in classschool in home
languageEnglish eg mode of transportation post office other sources etc and reads the poem aloud and
enact etc Responds to simple greetings and polite forms of expression in Englishhome
languagefacial expressionbody language eg Please work with your friend etc Let us tidy the place (simple 6-8 sentences)
Follows rules of gamesactivities eg Today we will play lsquorelay racersquo Do you know how is it played Irsquoll tell you the rules and wersquoll play
Engages with English cartoons childrenrsquos filmsvisuals eg Describe what you saw in the film and other related questions etc
Shows interest in listening to experiences of her peers and others in English and home language eg All the students had gone for a picnic and are now sharing their experiences
Attends to oral messagestelephonic communications and communicates them in English home language eg Receives messages and conveys Listens to new words and pointsindicates objects and persons eg Listening a story and understanding the meaning of words in context
Understands the story and tells the main action in it (Listening amp Speaking in conjunction) in home languageEnglishsign language
Shows enthusiasm to listen to English poems songs jokes eg Birds sing phone rings Responds to questions asked on textual material narrated stories in English home language eg Do you enjoy train rides
Takes dictation of chunks of words eg describing the classroom Draws with interest after listening to the input eg Follows steps and does the task and
also listens and writes wordssentence with understanding such as let us make an envelope
Enjoys rhyme and rhythm of poems and sings aloud eg I found a shell a curly one Lying on the sand Appreciates music and expresses in actionspeech Listens and co-relates various onomatopoeic sounds talks about them eg Tak tak is anybody there
Speaking Curricular Expectations Able to speak English along with home languageAble to ask questions Able to recite poems say dialogues phrases from stories plays etc Pedagogic Processes Encouraging lip reading to understand words even without sound Creating learning situations to introduce themselves to a new studentanother
teacher a visitorprincipal Familiarizing children with new vocabulary as per their context and making them
speak Using pictures objects realia models and wall displays at eye level large prints and signs Providing input encouraging for participation in class morning assembly programmes Providing situations picturesimagesartifacts to help children speak about them in pairgroups Creating learning situations via-drama storytelling group work role-playmock-
telephonic conversationsconversations between and among family members connecting it with the characters from lessons
Creating learning situations to speak about hobbies games food etc Giving a prompt to help children speak ldquoYou know I read a story which goes like thisrdquo
ldquoOnce my brother played a prank on me rdquo Based on the reading of the text children are encouraged to speak eg comprehension
connecting to previous knowledge
Varying the input as per the special needs of the child with hearing impairment Connecting learning to the real world and encouraging them to ask questions such as
Why canrsquot we play now Encouraging children to imagine and speak about characters and situations using
prompts or pictures to help children create stories Encouraging children to raise queries amp ask questions through various modalities like
visual auditory and kinesthetic Providing poems (from textbooks and other sources chosen by the teacher children
from childrenrsquos magazines childrenrsquos section in newspapers) All the bells are ringing there 10 Providing storiesplays (from textbooks and
beyond the textbook) Learning Indicators (Progression) Speaking Uses simple sentences to introduce herself in English home languagesign language
eg I am Jagat I study in class III I like ice cream and orange juice Speaks as per context eg Given a context from the text or real world gives appropriate
words Participates in different events such as role play poetry recitation drama organized
in school from time to time Speaks about situationspicturesimages in English and home language
Engages in conversation in English and home language with friends teachers and family using simple sentences and Responses eg The kite is flying The aero plane also flies
Narrates her personal experiences anecdotes stories she has read or heard in Englishhome languagesign language eg My pup is very sweet
Makes requests uses greetings and polite forms of expression Expresses her likes and dislikes eg I like to jump and skip Responds especially to the textual questions being asked in both English class and in
other subject classes in Englishhome language Narrates stories (imaginarydreamsactual situations etc) Asks questions about
things around her Asks questions based on the textbeyond the text out of curiositywhile engaging in conversation
Recites rhymes poems songs in groups and individually and through acting out Says phrasesdialogues from storiesplays Retells main idea of the storyplay
Reading They recognize some words in English and make some attempts to read unknown words using initial sounds They mostly rely on illustrations and teacher support to establish meaning in a text and may not understand everything that they read While they continue to use early decoding skills they are not yet able to predict from language context alone because of their yet developing English proficiency Gradually they can follow and read short simple texts along with the teacher and in class as shared reading activities
Curricular Expectations Understand the main idea locate details in the text (seen and unseen) Able to ask questions Understands the form and functions of grammar in context
Pedagogic Processes Providing visualspointing to illustrations in texts to encourage children to read
Familiarizes children with both small and capital letters of the alphabet Facilitating comprehension through various textsmovementactions Facilitating children to locate details sequence of ideas and eventsidentifying main
idea through various types of comprehension questions Facilitating children to relate ideas of the text with personal experience through
questions and interaction Introducing stories to facilitate comprehension Listening to poems showing
understanding through tone volume and action Introducing different kinds of texts such as descriptions stories folktales and poems
Providing beyond the text materials such as advertisements notices etc Facilitating reading of childrenrsquos magazines and childrenrsquos section of newspapers and
enriching the reading habits through exposure to school library reading corner Introducing titles of books movies etc Encouraging children to raise questions based
on their reading Drawing attention towards use of grammar in context and explaining it such as nouns
adjectives etc eg red rose Drawing attention to the use of punctuation through a variety of texts such as use of
capital and small case comma full stop Learning Indicators (Progression) Reading Reads small texts with comprehension Identifies locates main idea details and the
sequence of ideas and events and draws conclusions based on reading Relates ideas with her personal experiences eg After reading a story on travel is able
to connect with her experience of travelling in a bus train etc Reads and relates texts of home language Recognises themes such as triumph of good over evil Engages with different kinds of texts descriptions stories folktales and poems eg
She narrates the story that also deals with similar issues and connects with her life Connects with real life including home languagesign language
Engages in reading beyond the text materials and enjoys reading Infers the meaning of unfamiliar words by reading them in context
Reads titles of books movies captions Asks questions based on the reading or out of curiosity
Uses simple grammar in sentences eg Jamala is a good student Uses appropriate punctuation eg Jatin is my friend
Writing They develop the ability to use some basic conventions of writing in English They write texts using sentence structures based on oral structures and very simple repetitive texts By the end of class III they are beginning to write their own very short simple texts They write with less need for teacher transcription Their attempts at spelling depend on sounds Children begin with one word to phrases to sentences across class levels
Curricular Expectations Able to write short simple texts Pedagogic Processes Facilitating children to form letters and spacing properly Familiarising children with words from the text and immediate surroundings Drawing attention to the use of capital letters and punctuation marks such as full stop
comma question mark etc Giving dictation of sentencesshort paragraphs (listening and writing are developed in conjunction)
Providing texts (seen amp unseen) and encouraging writing answers to comprehension questions Providing verbalvisual clues to develop words sentence paragraphs Encouraging children to write on self family pets and home etc (Giving extra time
for children writing in Braille) Providing examples of writing through a variety of examples Providing examples of wordsphrases (linkers) to indicate sequence such as lsquoandrsquo butrsquo etc Providing examples of written texts to familiarize with grammar in context Familiarizing children with rhyming words creating rhythm through a poem Providing a variety of contexts such as going for a picnic a fair etc and helping them
develop new vocabulary Learning Indicators (Progression) Writing Draws enthusiastically according to the context and writes a little name etc Uses proper spacing between letters words and sentences Writes familiar words phrases simple sentences in Braille or print Uses capital letters and punctuation marks eg Finally I dressed up and went to school Takes dictation of chunks of words eg items needed for class library Writes answers for textual questions after comprehension (Writing is linked to
reading) Writes wordssentence paragraphs with the help of verbalvisual clues eg Pictures of
flowers fruits animals etc and writes Writes descriptions narratives 5-6 simple sentences on personal experiences Describing any event place object eg Look at the fish tank and write three sentences what you see
Uses appropriate punctuation forms in a variety of written texts Writes rhyming words eg Day-bay mouse house etc Makes lists for various purposes eg Prepare a list for class picnic mat water bottle tiffin towel bag etc Contributes for the school magazine (drawing with caption etc)
Concern for Immediate Environment Curricular Expectations
Develop concern for immediate environment (both physical and social) through observation which leads to development of language skills in an integrated manner Pedagogic Processes
Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and providing related vocabulary
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
Syllabus Distribution of Maths (Class III)
Month Course Book Work
sheet
Assess
ment
FA Tasks
April Ch-1 Numbers and Numeration
Revision Number Name up to Thousands Place Value Expansion of Numbers Comparison of Numbers Successor and Predecessor Skip Counting Ch-2 Roman Numerals
Basic Symbols Reading and Writing Roman Numerals
Pg No 1
to 10 and
15 to 17
FA1
(April-
May)
1 MCQ (Ch-12)
2 Number Games
May Ch-3 Addition
Addition of 23 and 4-digit number with
carry and without carry
Facts about addition Solve and Frame the Word Problem Estimation Mental Arithmetic
Pg No 18
to 23
3 Forming
Roman
Numerals
using
Matchsticks
4Homework
and
Classwork
July Ch-4 Subtraction
Subtraction of 23 and 4-digit number with borrowing and without borrowing
Facts about Subtraction Solve and Frame Word Problem Estimation Mental Arithmetic Ch-5 Multiplication
Multiplication by 1 and 2-digit Number Properties of Multiplication Word Problems related to Multiplication
Pg No 24
to 43
FA-2
(July-
August)
1 Activity based on Subtraction using Geometrical Shapes
2 Activity based on Multiplication using Flash cards
August Ch-6 Division
Facts about division Relation between Multiplication and
Division Long Division Method with Remainder
and without Remainder Number Stories
Pg No 44
to 54
3 Activity on Division (Rajma and Ice tray)
4 Homework and Classwork
Month Course Book Workshe
et
Assess
ment
FA Tasks
September Ch-8 Geometrical Shapes Plane Shapes Solid Shapes Tangram Perimeter Circle Symmetry
Pg No 75 to 87
SA-1 (Sept-
ember)
Ch-1 to 6
October Ch-7 Fractions Like and Unlike Fractions Equivalent Fractions Comparison of Fractions Ascending and Descending Order Addition and Subtraction
Pg No 55 to 59 73 and 74
FA-3 (Oct- Nov)
1 Pen- Paper test (Ch-7 8) 2 Activity based on Fractions by showing shaded and un shaded parts
November Ch-10 Money Conversion of Money Addition and Subtraction Multiplication and Division Make Rate Charts and Bills
Pg No 66 and 67 88
to 91
3 Activity on Geometrical Shapes through paper cutting and folding 4 Homework and Classwork
December Ch-11 Time Reading Clock Time Conversion Calendar Ch-12 Pictorial Representation of Data Read and Draw Pictograph
Pg No 60 to 65
FAndash 4 (Jan- Feb)
1 Oral Test (Time) 2 Activity based on Money through artificial notes and coins
January Ch-9 Measurement(Length) Conversion Addition Subtraction
Multiplication and Division of Metric Units
Estimation
Pg No 68 to 72
3 Activity based on Time through their daily routine
February Ch-9 Measurement
(Weight and Volume)
Conversion Addition Subtraction
Multiplication and Division of the problems related to weight and capacity
Number stories
Pg No
11 to 14
4 Homework and Classwork
March Revision of Syllabus for SA- 2 SA - 2 Ch- 7 to 12
Syllabus Distribution of of EVS (Class III)
Month Course Book (My Vibrant
Planet)
Key Concept AV Experien
ce
Assess-ment
FA Tasks
April Ch-1 Our Sun and Solar System
Ch-2 Early Man
Parts of Sun Cardinal directions solar system Phases of Moon Important Discoveries by early men
Videos on
Solar System
Discovery of fire and wheel
Rotation Revolution
FA ndash 1
(April - May)
1 Pen-Paper Test Including MCQ Based on Solar System and Early Man
2 Diagram of Solar System and Different Tools used by early men
3 Creative Writing on
topic ldquoWaterrdquo
4 HW And CW
May Ch-3 Introduction to water
Forms and properties of water
Video on Uses and Forms of water
Properties of Water
July Ch-4 Uses of Water
Ch-5 Water Conservation
Ch-6 Major Cities Near Seas
Uses of water water conservation water cycle
Video on
Water cycle
FA ndash 2
(July - August)
1 Project on 3 Rrsquos
2 Group Discussion on Water Conservation
3 Pen-Paper Test on Topic Uses Source and Conservation of Water
4 HW And CW August Ch-7 The
Earth
Ch- 8 Our Environment
Parts of Earth Physical Features of India
Global Warming Pollution
Video on Types of pollution
Physical features of India
September Ch-9 Living
Things
Living Things
Characteristic
s of Living
Things
Video on
Character
-istics of
Living
Things
SA - 1 Ch- 1 To 5 7 And 8
Month
Course Book (My
Vibrant Planet)
Key Concept AV
Experience
Assess-
ment FA Tasks
October Ch-10 Plants Ch-11 Animals and Birds
Plants Parts and types of plants germination plants as sources of food different ways of cooking animals and birds shelter parts of body types of feathers and beak
Video on Germination Skeleton
FA ndash 3 (Oct ndash Nov)
1 Pen Paper Test Including MCQ Based On Properties and Uses of Air Types of Plants and Animals and Birds Classification
2 Diagram of beaks claws and germination of seed
3 Role Play on lsquoOur Bodyrsquo
4 HW and CW
November Ch-12 Our Body Ch-13 Air Around Us
Our Body Five senses external and internal organs of body skeleton And muscles atmosphere pollution
Video on External and Internal Body Organs with Function and Air Pollution
December Ch- 14 Means of transport and communication
Types of Transport and Communication
Video on Types of Transport and Communication
January Ch-15 Festivals of India Ch- 16 Dresses of India
National Harvest and Religious Festivals Seasons
Video on Types of Festivals
FA ndash 4 (Jan - Feb)
1 Pen paper Test Including MCQ on Dresses and Festivals 2 Radio Show on lsquoCelebrityrsquo 3 Project on Means of transport and communication 4 HW and CW
February Ch-17
celebrity
Life History of
Saina Nehwal
Video on
Celebrity
March Quick
Revision
SA - 2 Ch - 10 to 16
Syllabus Distribution of of GK (Class III)
Month Topics PgNo Activities April Animal Mates
Resources of Life Neighbourhood Services Amazing Machines Leaders of Change Spot the Difference Rainwater Harvesting Generating Electricity Rebus Voyage Through Oceans
6 7 17 18 25 26 34 35 46 47
1 Name some more male and female species of some other animals which are not given in book 2 Find some other neighbourhood services with the services they provide
May Our Animal Friend Kitchen Secrets Modes of Transport Shapes And Pattern Bird Watching
8 9 19 27 36-37
1 Mark the oceans and continents on map of the world
2 Name some animals (other than book) and the products we get from them
July Components of Food Marvels of the World Story Of Paper A Trip to Planetarium Substances Matters Amazing Plants
10 20 28 38 48 56-57
1 Make a list of new seven wonders with pictures
2 Collect information on any one of the aquatic plants
August Places of Interest Festivals of the World Odd One Out Water Cycle Sharpen Your Mind
11 21 29 39 49
1 Make a list of some places (other than book) of your interest with reason
2 Collect information on any one of the festival which is not mentioned in book
3 Pen paper test Pg no 6171920343539475657
September Exploring the Earth Amazing Facts
58 59
October Wetland
On the Floor
12-13
22
1 Make a list along with the pictures of various other dance forms of other countries
November Cycle of Seasons
World of Athletics Enjoy Your Meal Locating Objects Man on Moon
14-15 23 30 40 50-51
1 Draw the route map from your home to a school
2 Make a list of sports which are the parts of Olympics
January The Little Fir Tree Healthy Lifestyle Camouflage Service Before Self Sounds of Things Important Dates
32 33 42-43 44 54 61
1 Find out the names of some animals who conceal themselves by blending with their surroundings
2 Try to solve grid puzzle from the
newspaper February Maths At a Glance
Letrsquos Dress Up States and Capitals
58 59
1 Pen paper test pgno
3031415558596061 6263
March First In the World Famous Characters and Their Creations
63 64
Syllabus Distribution of Moral Education (Class III)
Month Live and Let Live
April and May Ch-1 Mind and Body
July Ch- 2 Keep Surroundings Clean
August Ch-3 Do Hard Work
September Ch-4 Courage Within Me
October Ch- 5 Letrsquos Love India
November Ch- 6 It is lsquoWersquo Not lsquoMersquo
December Ch-7 Stop Pollution
Januray Ch- 8 Being Non ndashViolent
February Ch-9 You Are Great
Syllabus Distribution of Computer (Class III)
Month Course Book Assess
ment FA Tasks
April L-1 Introduction to a Computer 11 Computer ndash A Smart Machine 12 Working of a Computer 13 Features of a Computer 14 Limitations of a Computer 15 Types of Computer 16 Computers in other Machines
FA ndash 1 (April- May)
1 Class work done in book and notebook
2 Activity of Identifying pictures
May L-2 Parts of a Computer 21 Hardware 22 Software 23 Differences between Hardware
and Software
3 Quiz Competition on the topic lsquo Hardware and Softwarersquo
4 Type the names and features of any ten keys in Word pad
July L-3 MS Windows The Operating System
31 Microsoft Windows 32 Working with Windows 7 33 Understanding Files and Folders 34 Application Window 35 Some Components of Application
Window 36 Windows XP Versus Windows 7
FA ndash 2 (July- Aug)
1 Class work done in book and notebook
2 Lab Activity related to L- 3
3 Drawing Flag of
India in Paint 4 Identifying and
naming the tools August L-4 More on MS Paint
41 Curve Shape 42 Polygon Shape 43 Menu Bar
September Revision of L- 1to 4 for SA ndash 1 Sample Paper-1(Pg No-56)
SA -1 (Sept-
ember)
L-1 to 4 Complete with MCQ TrueFalse Fill in the Blanks Match the Column Crosswords Identify and label the pictures and Question Answer + Lab Activities related to L 1 to 4done in the lab
Month Course Book Assessment
FA Tasks
October L-5 Editing in MS Paint 51 Selecting the Drawing 52 Using Clipboard 53 Image Group 54 Changing the Size of an Image
FA - 3 (Oct-Nov)
1 Class work done in book and notebook
2 Make a greeting card for your teacher using all the tools of MS Paint
November L-6 LOGO A Computer Language 61 LOGO 62 Starting MSW Logo 63 Components of a LOGO 64 LOGO Primitives 65 Repeat Command 66 Exiting LOGO
3 Lab Activity related to L-6
4 Make a list of shortcut of commands on a thick sheet
December L-7 LOGO Arithmetic 71 Revision of LOGO Primitives 72 Print Primitive 73 Calculations in LOGO 74 Print with Logical Operators
FA- 4 (Jan-Feb)
1 Make a poster on LOGO Primitives
2 Lab Activity related to L- 7
3 Lab Activity related to L- 8
4 Crossword related to ldquoMS Wordrdquo
January L-8 Learning MS Word 81 Starting MS Word 2010 82 Parts of MS Word Window 83 Typing Text 84 Creating a New Document 85 Saving a File 86 Printing a Document 87 Closing a Document 88 Opening an Existing Document
February Revision of L-5 to 8 for SA- II Sample PaperndashII(PgNo98) Olympiad Practice Sheet (Pg No 104)
March Revision of all the Chapters for SA II SA -2 L-5 to 8 Complete with MCQ TrueFalse Fill in the blanks Match the Columns Crosswords Identify and label the pictures and Question Answers + Lab Activities related to L 5 to 8 done in the Computer lab
Assessment Rubrics(Source CBSE CCE Manual)
REPORTING STUDENTSrsquo ACHIEVEMENT While reporting studentsrsquo achievement in different areas indirect grading in absolute scale having five points may be used The grades will stand for the following distribution of marks A+ Outstanding 90 - 100 A Excellent 75 - 89 B Very Good 56 - 74 C Good 35 - 55 D Scope for improvement Below 35 The grade of the child can be computed in the achievement card based on the percentage of presence of behaviour indicator in the above category of percentiles Besides certain remarks can be made in scholastic and co-scholastic areas as well as the achievement level of the child These remarks will help the parents and the child to provide the learning skills in that area by devoting more learning efforts Thus continuous and comprehensive evaluation is a useful proposition for improvement of studentsrsquo achievement through continuous diagnosis remediation encouragement and appreciation It requires coordinated and concerted efforts on the part of Principals teachers and parents for the multifaceted personality development of the child The enclosed rating scales are expected to help the teachers in proper placement of students in terms of the different grades
LANGUAGES Aspects Sub-
Skills A+ A B C D
01
Re
ad
ing
Sk
ills
(L
ou
d R
ea
din
g)
Pro
nu
nci
ati
on
Can read short storiesarticleswords on ones own and uses his phonetic skills to pronounce new words
Can read short storiesarticle on ones own most of the time Uses his phonetic skills to pronounce new words most of the time
Can often read short stories with varying speed and guidance most of the time
Can read short stories with varying speed and guidance from the teachers most of the time
Needs help and prompting by the teacher all the time
Flu
en
cy
Can read simplecomplex passages fluently with proper speed expression and pronunciation
Can read simplecomplex passages fluently with speed but needs occasional prompting
Can read simple passages but takes time to read each word lacks fluency speed and expression
Can read simple passages with guidance or prompting most of the time
Fumbles a to while reading even simple sentences Needs help all the time
Co
mp
reh
en
sio
n Can read and
understand text and answer questions correctly
Can read and understand text and answer most of the questions correctly
Can read and understand text and answer some of the questions correctly
Can read and understand text with the help of teacher
Cannot comprehend the text at all
Aspects Sub-Skills
A+ A B C D 0
2 W
riti
ng
Sk
ills
Cre
ati
ve
Wri
tin
g
Can write short stories and paragraphs with accuracy and originality in sentence construction and use of vocabulary Ideas are arranged logically
Can write short stories and paragraphs on a given topic with a fair degree of accuracy Displays originality sometimes Ideas are generally logically arranged
Writes stories and paragraphs but makes quite a few errors
Can write short connected descriptive sentences on ones own with some grammatical errors
Cannot write even short sentences of ones own makes a lot of mistakes
Ha
nd
wri
tin
g
Is neat and legible All letters and strokes are consistent and joined correctly Transcription is error free
Is neat and legible Occasional inconsistency seen in formation of letters and strokes Transcription is error free
Is legible but sometimes inconsistent with his strokes and letters Transcription has occasional errors
Handwriting is not very neat Transcription has many errors
Is neither legible nor consistent
Gra
mm
ar Can write sentences
accurately Can write sentences accurately most of the time
Can write sentences with quite a few errors
Can write sentences with a lot of mistakes
Cannot write with accuracy Needs help very often
Sp
ell
ing
s Can spell all words correctly Tries to spell new words
Can correctly spell all the words most of the time Falters occasionally
Can correctly spell words but sometimes makes mistakes
Makes a lot of spellings mistakes
Cannot spell words properly Has to be helped
Vo
cab
ula
ry Has a rich
vocabulary Often uses new words and phrases in written and spoken forms
Has a good range of vocabulary and phrases Uses new words only most of the time
Has a fair range of vocabulary Uses new words sometimes
Vocabulary is limited to only those words which have been taught in class
Has a poor stock of vocabulary
03
Sp
ea
kin
g
Sk
ills
Co
nv
ers
ati
on
Is fluent and spontaneous Responds to situations appropriately and accurately Can narrate incidentsanecdotes and can participate in a discussion on a given topic with ease
Is fluent and spontaneous most of the time Responds to the situations appropriately but fumbles for words occasionally Can narrate incidentsanecdote and can participate in discussions with efforts
Lacks spontaneity fluency and accuracy sometimes Response time rather long Needs prompting most of the time
Lacks spontaneity fluency and accuracy
Needs help most of the time
Re
cita
tio
n
Can recite a poem or a story with proper speed Dictation expression and tone
Can recite a poem or a story with proper speed or expression but makes occasional mistakes in pronunciation or forgets at times
Can recite a poem or story with occasional prompting Expression is not very strong and effective
Cannot recite an entire poem or story without prompting Pronunciation expression is not appropriate
Recitation is poor Lacks expression
04
Lis
ten
ing
Sk
ills
Co
mp
reh
en
sio
n
Can comprehend oral questions instructions stories poems
Comprehends oral question instructions stories and poems most of the time
Has some difficulty in comprehending Instructions stories or poems Needs guidance quite often
Understands simple conversation in familiar situations Needs simplification or translation most of the time
Cannot understand instructions Needs help all the time
Ex
tra
Re
ad
ing
Can read short storiespoems for pleasure on ones own with complete comprehension Can form opinions and evaluate characters and incidents
Reads storiespoems for pleasure Sometimes needs help in understanding the story Can form opinions and evaluate characters and incidents
Needs a lot of help with understanding of stories and poems Can evaluate a character or a situation only sometimes
Shows lack of interest in reading stories or poems Needs a lot of prompting
Not interested to read at all any extra material of ones own
Act
ivit
ies
P
roje
ct
Participates enthusiastically in activities Projects
Enthusiastically participates in activitiesProjects most of the time
Needs persuasion by the teacher for active participation
Seldom participates in activities projects assigned
Does not participate at all
MATHEMATICS
A+ A B C D
Co
nce
pt
Understands the concepts with logical thinking and good reasoning skill
Understands the concepts thoroughly
Understands the concepts and is able to apply most of them correctly Needs occasional help
Takes more time in understanding new concepts and requires frequent help
Needs help most of the time in understanding the concepts and logically applying them Activity Very confident
Act
ivit
y
Very confident original and creative in-group activities Has tremendous team spirit
Takes keen interest in doing various activities and applying the concepts to real life situations
Quite creative but needs to be more innovative and original
Takes interest but needs to be more systematic and organized
Lacks initiative and is disinterested in-group activity
Ta
ble
s
Has understood the concept of grouping the numbers and knows the tables by heart Can also do dodge tables
Knows the tables but falters a little in dodge tables
Knows the tables but Makes mistakes in tables of higher number Falters in dodge tables
Has not understood the concept of tables Makes a lot of mistakes in dodge tables
Has not learnt the tables Cannot do dodge tables at all
Me
nta
l a
bil
ity
Takes immense delight in working with mathematical problems mentally
Has a good number sense Quick in solving problems mentally
Solves mental sums with ease but at times makes careless mistakes
Can perform mental calculations but falters occasionally
Slow in solving sums mentally
Wri
tte
n
wo
rk
Work is neat and methodical Presentation is a source of inspiration for others
Neat and systematic work
Neat and regular work but sometimes not up to the mark
Often the work is untidy and the figures are shabbily drawn
Untidy work Late in submitting the assignments
ENVIRONMENTAL SCIENCE
En
vir
on
me
nta
l S
en
siti
vit
y
Has the ability to reason does independent thinking has value appreciation for truth and aesthetic sensitivityobservation
Can do some independent thinking and is quite observant with reflexes of occasional appreciation
Can attempt to answer simple questions based on reasoning and observation
Has difficulty in reasoning and observing Can attempt to answer simple questions
Needs prompting to answer simple questions
Act
ivit
y
Pro
ject
Very innovative Collects information is able to present the work neatly does reference work
Work is informative and neat most of the time
Work is informative and more or less neat tends to take support and help
Presentation needs improvement less informative
Work is untidy and files not well kept and work is least informative
Gro
up
D
iscu
ssio
n
Listens to others point of view and is able to add to them Makes interesting observations has a good organization of thoughts
Listens to others View point and hesitates to answer
Listens passively and offers no views hesitates to answer needs occasional help to give views
Has some difficulty in comprehending instructions has to be prodded to give answers
Has difficulty in paying attention and following instructions needs simplification most of the time
SCIENCE C
on
cep
t Excellent ability to understand grasp recall define and reason Understands and differentiates textual material with great case Is able to apply relevant knowledge and tabulate facts well Reads and comprehends text diagram and web chart quickly
Good ability to understand grasp recall define and reasons Understands the textual material with ease Is able to apply relevant knowledge Reads and comprehends text diagram and web chart
Can understand and recall the textual material Is able to apply relevant knowledge and tabulate facts can read and comprehend diagrams and web charts
Can understand grasp recall define and reason Understands the textual material and with help from the teacher Is able to tabulate facts well Reads and comprehends text diagram and web chart with difficulty
Needs continuous guidance in understanding Finds difficulty in reading and comprehending text
Act
ivit
y
Pro
ject
Voluntarily participates in all the activities and enjoys experiments Highly appreciable creative and original in presentation Is explorative innovative and infers a result after experimenting does extensive reference work
Participates in most of the activities and Performs experiments with interest Excellent creative project presentation Is explorative and innovative in experimenting does reference work
Participates in some of the activities and performs some experiments Good project presentation with little creativity Is explorative in experimenting sometimes does reference work
Participates in very few activities and rarely performs any experiments Satisfactory project presentation not very creative Rarely read any reference books
Needs a lot of encouragement to participate in activities or perform experiments Project presentation is not creative and systematic Not interested in extra reading
Sci
en
tifi
c S
kil
ls
Has a very keen observation inquisitive approach likes to experiment in a systematic way and draws accurate diagrams and records information correctly carefully and systematically Is able to analyze draw inference and apply information
Has a keen observation is inquisitive does systematic work and draw neat diagrams records information correctly carefully and systematically Is able to analyze draw inference and apply information
Sometimes inquires about concepts usually does experimentation in a systematic way and draws diagrams correctly Records information Is able to draw inference and apply information with some difficulty
Rarely inquisitive Does experimentation when told not very systematic work and untidy diagrams Is not able to draw inference and apply information
Not interested in experimentation recording or drawing inference Not very tidy and organized in his work Generally disinterested
Gro
up
Dis
cuss
ion
Actively participates and usually leads all group discussions Very often makes interesting observations and adds to the points given Can analyze points critically and generate new ideas
Actively participates Good relations with other members Often makes interesting observations can analyze some points critically
Participates sometimes Satisfactory relations with other members Sometimes makes interesting observations Can analyze few points
Hesitant to participate in-group discussions Poor relations with other members Rarely makes observations Unable to analyze points
A passive participant Never makes observations unable to analyze points
COMPUTER EDUCATION
Sk
ills
Very confident in using graphic skills word processing skills and operating skills
Skilled in operating and word processing skills
Shows excellent eye hand coordination in operating skills
Uses computer to enhance his knowledge on various topics taught in class Uses computer as a tool
Needs help from the buddy to complete his assignments
Ap
titu
de
Excellent in selecting and using different colours creating pictures and identifying different features of multimedia in work presentations
Shows special aptitude in using tools to create shapes and lines
Works with confidence and handles mouse with competence
Is able to combine text and graphics with help from teacher
Takes time to locate keys on the keyboard
GAMES
En
thu
sia
sm Plays with full
intrinsic Motivation
Plays with full intrinsic motivation most of the time
Plays with zeal but of his choice games
Plays but only when commanded
Always gives excuses
Dis
cip
lin
e
Obeys all class discipline voluntarily and plays by following all rules of the game
Obeys all class discipline voluntarily most of the time and plays by following all rules of the games
Obeys class discipline on command and follows rules only suited to his advantage
Obeys due to fear of punishment Follows rules on command with displeasure
Lacks discipline
Te
am
sp
irit
Has team spirit and plays for winning
Has team spirit and plays for winning most of the time
Puts his effort individually
Shows team harmony on and off
Not a team player
Tal
ent
Str
en
gth
a
nd
sta
min
a
spee
d)
Outstanding development of skills and displays high performance
Excellent development of skills and displays high performance most of the time
Very good skill development but performs occasionally
Average skill development
Slow skill development`
MUSIC
Inte
rest
Always very keen to learn and follow given instructions
Very keen to learn and follow instructions most of the time
Needs little drive to learn and start
Sometime shows interest
Does not show much interest
Rh
yth
m Child has a good
sense of rhythm and keeps pace with the beat
Child has a good sense of rhythm and sometimes falters in keeping pace with the beat
Sometimes loses pace with the beat
Sometimes goes off the beat and cannot make it up
Does not have the sense of rhythm
Me
lod
y Child has a good
sense of tune Child has a good sense of tune and goes off key Occasionally
Child goes off key sometimes can come back in tune
Child has the sense of time but goes off key in higher octave
Child does not have much sense of music
PERSONALITY DEVELOPMENT
Co
urt
eo
usn
ess
Very careful about wishing saying sorry thank you and excuse me Always stands up to give respect Always speaks politely and uses good vocabulary never interrupts in between
Wishes others most of the time says sorry thank you and excuse me stands up to give respect speaks politely never interrupts in between
Many times wish others (says sorry thank you and excuse me) Some times interrupts in between speaks politely may times
Sometimes avoids to wish (says sorry thank you and excuse me) Some times speaks politely interrupts in between
Avoids wishing (say sorry thank you and excuse me) Aggressive and impolite
Co
nfi
de
nce
Always very confident in carrying out various activities
Very confident in carrying out various activities most of the time
Confident in carrying out most of the activities
Quite confident but needs to come up with hisher ideas
Needs to develop confidence
Ca
re o
f B
elo
ng
ing
s Always respects the belongings and takes care
Takes care of self as well as others property most of the time
Most of the times takes care of belongings
Takes care but does not bother about others
Careless about self as well as others property
Ne
atn
ess
Always wears proper and neat uniform Very careful about personal hygiene
Wears proper and neat uniform Sometime nailshairteeth not clean
Wears proper and neat uniform most of the time
Most of the times in improper uniform often not careful about hygiene
Often untidily dressed
Re
gu
lari
ty a
nd
p
un
ctu
ali
ty
Very particular about being regular and punctual to school classroom Always regular in doing and submitting assignments and projects
Often particular about being regular and punctual to schoolclassroom often regular in doing and submitting assignments and projects
Sometimes particular about being regular and punctual Sometimes late in submitting assignments
Sometimes irregular and not punctual to schoolclassroom Sometimes late in submitting assignments and projects
Irregular and sometimes late to schoolclassroom Rarely submits assignments and projects in time
Init
iati
ve
Always tries to do things independently Always ready to participate in oral discussionsextra curricular activities
Most of the times tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Often tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Sometimes tries to do things independently Sometimes ready to participate in oral discussionsextra curricular activities
Never does things independently a voids participating in oral discussionsextra curricular activities
Sp
irit
of
serv
ice
Always volunteers to participate in all activities for a social cause Always ready to help others
Volunteers to participate in activities for a social cause most of the time Often ready to help others
Often volunteers to participate in activities for a social cause Often helps others
Sometimes volunteers to participate in activities for a social cause Sometimes helps others
Rarely participates in activities for a social cause Never bothers to help others
Re
spe
ct o
the
rs
pro
pe
rty
Always follows rules and regulations Takes good care of property and consciously makes efforts to keep the environment clean
Most of the time follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Often follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Sometimes follows rules and regulations Does bother about others property Sometimes litters hisher surroundings
Does not follow rules and regulations Is not sensitive about others property Often litters hisher surroundings
Se
lf c
on
tro
l
Well disciplined in the classroom corridors staircase Never misbehaves or fights in the playgroundbreak Emotionally a balanced child
Disciplined in the classroomcorridorsstair case most of the time Never misbehaves or fights in the playgroundbreak
Disciplined in the classroomcorridors staircase most of the time Occasionally misbehaves or fights in the playground break
Disciplined in the classroom but not in corridors staircase Often misbehaves or fightsbullies in the play groundbreak
Indiscipline in the classroomcorridorsstaircase Mostly misbehaves fights bullies in the playgroundbreak
ART amp CRAFT
Inte
rest
Shows great enjoyment and aptitude for drawing and painting - recognizes the value of art
Shows great enjoyment and aptitude for drawing and painting ndash recognizes the value of art most of the time
Enjoys drawing and painting Shows imagination some time
Prefers to be guided than using his own imagination
Prefers to reproduce what is seen Needs repeated instruction
Cre
ati
vit
y
Has original drawing and innovativeness in the work Shows more feeling and expressions in hisher work
Has original drawing and innovativeness in the work shows more feeling and expressions in hisher work most of the time
Good at reproducing Shows feelings and emotions
Can communicate the ideas in terms of effect and appeal
Lacks creativity and looks for ideas and instructions from the teachers
Sk
ill
Excellent development of skills and high performance
Excellent development of skills and high performance most of the time
Skills development is good but performs occasionally
Very slow skill development
No skills
Learning Indicators (Source NCERT CCE Manual)
ENGLISH
At the end of class III learners will be able to do the following (Learning outcomes) Talk about themselves members of the family and the people in their surroundings Follow simple instructions requests and questions and use formulaic expressions
appropriately Enjoy doing tasks (including singing a rhyme or identifying a person object or thing)
in English Recognize whole words or chunks of language Recognize small and capital forms of
English alphabet both in context and in isolation Read simple wordsshort sentences with the help of pictures and understand them
Write simple wordsphrasesshort sentences Listening Curricular Expectations Understand simple English language spoken in their immediate environment Enthusiasm to listen to English with understanding Appreciate non-verbal clues and respond through speaking body language
Pedagogic Processes Clear lip movement for children with hearing impairment to lip read
Familiarizing children with day to day spoken English (small sentences and phrases) in class assembly playground etc with peersgroups
Creating learning situations for using greetings and polite forms of expression Using formulaic expressions such as lsquoSit in a circlersquo and helping children become familiar with these expressions and use them
Familiarizing children with the sound system of English through chunks of language such as ldquoan applerdquo and connecting it with visualsrealia
Giving oral instructions for gamesactivities in simple English Introducing content and devising tasks that encourage children to draw on diverse
experiences and make connections with what is worthwhile and important to them Encouraging children to watch English cartoons (Listening and speaking are
developing in conjunction) and speak about it Providing input via audio-videoreading out from material and generating interest
through pair and group workrole-play Facilitating pairgroup work where children share their experiences
Providing learning situations such as role play to listen and communicate messages Using picture clips photos singing storytelling effective questions music etc
Narrating variety of stories from the textbook and beyond helping children to talk about the main idea Using a number of facial expressions dramatizing and picturising stories
Asking questions based on the texts using mother tongue and scaffolding wherever necessary using role play
Reading aloud action songspoems encouraging children to sing collectively (Listening and speaking are connected) using gestures
Giving dictation of a few simple sentences to enable children to listen and write (Listening is linked with speakingwriting)
Playing music (non-verbal) and encouraging children to express themselves through speech action dance drama photographs film clips puppets comics displays and singing
Drawing attention to onomatopoeic sounds such as a tap-tap buzz grrr etc
Learning Indicators (Progression) Listening Responds to English words and sentences used in classschool in home
languageEnglish eg mode of transportation post office other sources etc and reads the poem aloud and
enact etc Responds to simple greetings and polite forms of expression in Englishhome
languagefacial expressionbody language eg Please work with your friend etc Let us tidy the place (simple 6-8 sentences)
Follows rules of gamesactivities eg Today we will play lsquorelay racersquo Do you know how is it played Irsquoll tell you the rules and wersquoll play
Engages with English cartoons childrenrsquos filmsvisuals eg Describe what you saw in the film and other related questions etc
Shows interest in listening to experiences of her peers and others in English and home language eg All the students had gone for a picnic and are now sharing their experiences
Attends to oral messagestelephonic communications and communicates them in English home language eg Receives messages and conveys Listens to new words and pointsindicates objects and persons eg Listening a story and understanding the meaning of words in context
Understands the story and tells the main action in it (Listening amp Speaking in conjunction) in home languageEnglishsign language
Shows enthusiasm to listen to English poems songs jokes eg Birds sing phone rings Responds to questions asked on textual material narrated stories in English home language eg Do you enjoy train rides
Takes dictation of chunks of words eg describing the classroom Draws with interest after listening to the input eg Follows steps and does the task and
also listens and writes wordssentence with understanding such as let us make an envelope
Enjoys rhyme and rhythm of poems and sings aloud eg I found a shell a curly one Lying on the sand Appreciates music and expresses in actionspeech Listens and co-relates various onomatopoeic sounds talks about them eg Tak tak is anybody there
Speaking Curricular Expectations Able to speak English along with home languageAble to ask questions Able to recite poems say dialogues phrases from stories plays etc Pedagogic Processes Encouraging lip reading to understand words even without sound Creating learning situations to introduce themselves to a new studentanother
teacher a visitorprincipal Familiarizing children with new vocabulary as per their context and making them
speak Using pictures objects realia models and wall displays at eye level large prints and signs Providing input encouraging for participation in class morning assembly programmes Providing situations picturesimagesartifacts to help children speak about them in pairgroups Creating learning situations via-drama storytelling group work role-playmock-
telephonic conversationsconversations between and among family members connecting it with the characters from lessons
Creating learning situations to speak about hobbies games food etc Giving a prompt to help children speak ldquoYou know I read a story which goes like thisrdquo
ldquoOnce my brother played a prank on me rdquo Based on the reading of the text children are encouraged to speak eg comprehension
connecting to previous knowledge
Varying the input as per the special needs of the child with hearing impairment Connecting learning to the real world and encouraging them to ask questions such as
Why canrsquot we play now Encouraging children to imagine and speak about characters and situations using
prompts or pictures to help children create stories Encouraging children to raise queries amp ask questions through various modalities like
visual auditory and kinesthetic Providing poems (from textbooks and other sources chosen by the teacher children
from childrenrsquos magazines childrenrsquos section in newspapers) All the bells are ringing there 10 Providing storiesplays (from textbooks and
beyond the textbook) Learning Indicators (Progression) Speaking Uses simple sentences to introduce herself in English home languagesign language
eg I am Jagat I study in class III I like ice cream and orange juice Speaks as per context eg Given a context from the text or real world gives appropriate
words Participates in different events such as role play poetry recitation drama organized
in school from time to time Speaks about situationspicturesimages in English and home language
Engages in conversation in English and home language with friends teachers and family using simple sentences and Responses eg The kite is flying The aero plane also flies
Narrates her personal experiences anecdotes stories she has read or heard in Englishhome languagesign language eg My pup is very sweet
Makes requests uses greetings and polite forms of expression Expresses her likes and dislikes eg I like to jump and skip Responds especially to the textual questions being asked in both English class and in
other subject classes in Englishhome language Narrates stories (imaginarydreamsactual situations etc) Asks questions about
things around her Asks questions based on the textbeyond the text out of curiositywhile engaging in conversation
Recites rhymes poems songs in groups and individually and through acting out Says phrasesdialogues from storiesplays Retells main idea of the storyplay
Reading They recognize some words in English and make some attempts to read unknown words using initial sounds They mostly rely on illustrations and teacher support to establish meaning in a text and may not understand everything that they read While they continue to use early decoding skills they are not yet able to predict from language context alone because of their yet developing English proficiency Gradually they can follow and read short simple texts along with the teacher and in class as shared reading activities
Curricular Expectations Understand the main idea locate details in the text (seen and unseen) Able to ask questions Understands the form and functions of grammar in context
Pedagogic Processes Providing visualspointing to illustrations in texts to encourage children to read
Familiarizes children with both small and capital letters of the alphabet Facilitating comprehension through various textsmovementactions Facilitating children to locate details sequence of ideas and eventsidentifying main
idea through various types of comprehension questions Facilitating children to relate ideas of the text with personal experience through
questions and interaction Introducing stories to facilitate comprehension Listening to poems showing
understanding through tone volume and action Introducing different kinds of texts such as descriptions stories folktales and poems
Providing beyond the text materials such as advertisements notices etc Facilitating reading of childrenrsquos magazines and childrenrsquos section of newspapers and
enriching the reading habits through exposure to school library reading corner Introducing titles of books movies etc Encouraging children to raise questions based
on their reading Drawing attention towards use of grammar in context and explaining it such as nouns
adjectives etc eg red rose Drawing attention to the use of punctuation through a variety of texts such as use of
capital and small case comma full stop Learning Indicators (Progression) Reading Reads small texts with comprehension Identifies locates main idea details and the
sequence of ideas and events and draws conclusions based on reading Relates ideas with her personal experiences eg After reading a story on travel is able
to connect with her experience of travelling in a bus train etc Reads and relates texts of home language Recognises themes such as triumph of good over evil Engages with different kinds of texts descriptions stories folktales and poems eg
She narrates the story that also deals with similar issues and connects with her life Connects with real life including home languagesign language
Engages in reading beyond the text materials and enjoys reading Infers the meaning of unfamiliar words by reading them in context
Reads titles of books movies captions Asks questions based on the reading or out of curiosity
Uses simple grammar in sentences eg Jamala is a good student Uses appropriate punctuation eg Jatin is my friend
Writing They develop the ability to use some basic conventions of writing in English They write texts using sentence structures based on oral structures and very simple repetitive texts By the end of class III they are beginning to write their own very short simple texts They write with less need for teacher transcription Their attempts at spelling depend on sounds Children begin with one word to phrases to sentences across class levels
Curricular Expectations Able to write short simple texts Pedagogic Processes Facilitating children to form letters and spacing properly Familiarising children with words from the text and immediate surroundings Drawing attention to the use of capital letters and punctuation marks such as full stop
comma question mark etc Giving dictation of sentencesshort paragraphs (listening and writing are developed in conjunction)
Providing texts (seen amp unseen) and encouraging writing answers to comprehension questions Providing verbalvisual clues to develop words sentence paragraphs Encouraging children to write on self family pets and home etc (Giving extra time
for children writing in Braille) Providing examples of writing through a variety of examples Providing examples of wordsphrases (linkers) to indicate sequence such as lsquoandrsquo butrsquo etc Providing examples of written texts to familiarize with grammar in context Familiarizing children with rhyming words creating rhythm through a poem Providing a variety of contexts such as going for a picnic a fair etc and helping them
develop new vocabulary Learning Indicators (Progression) Writing Draws enthusiastically according to the context and writes a little name etc Uses proper spacing between letters words and sentences Writes familiar words phrases simple sentences in Braille or print Uses capital letters and punctuation marks eg Finally I dressed up and went to school Takes dictation of chunks of words eg items needed for class library Writes answers for textual questions after comprehension (Writing is linked to
reading) Writes wordssentence paragraphs with the help of verbalvisual clues eg Pictures of
flowers fruits animals etc and writes Writes descriptions narratives 5-6 simple sentences on personal experiences Describing any event place object eg Look at the fish tank and write three sentences what you see
Uses appropriate punctuation forms in a variety of written texts Writes rhyming words eg Day-bay mouse house etc Makes lists for various purposes eg Prepare a list for class picnic mat water bottle tiffin towel bag etc Contributes for the school magazine (drawing with caption etc)
Concern for Immediate Environment Curricular Expectations
Develop concern for immediate environment (both physical and social) through observation which leads to development of language skills in an integrated manner Pedagogic Processes
Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and providing related vocabulary
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
Month Course Book Workshe
et
Assess
ment
FA Tasks
September Ch-8 Geometrical Shapes Plane Shapes Solid Shapes Tangram Perimeter Circle Symmetry
Pg No 75 to 87
SA-1 (Sept-
ember)
Ch-1 to 6
October Ch-7 Fractions Like and Unlike Fractions Equivalent Fractions Comparison of Fractions Ascending and Descending Order Addition and Subtraction
Pg No 55 to 59 73 and 74
FA-3 (Oct- Nov)
1 Pen- Paper test (Ch-7 8) 2 Activity based on Fractions by showing shaded and un shaded parts
November Ch-10 Money Conversion of Money Addition and Subtraction Multiplication and Division Make Rate Charts and Bills
Pg No 66 and 67 88
to 91
3 Activity on Geometrical Shapes through paper cutting and folding 4 Homework and Classwork
December Ch-11 Time Reading Clock Time Conversion Calendar Ch-12 Pictorial Representation of Data Read and Draw Pictograph
Pg No 60 to 65
FAndash 4 (Jan- Feb)
1 Oral Test (Time) 2 Activity based on Money through artificial notes and coins
January Ch-9 Measurement(Length) Conversion Addition Subtraction
Multiplication and Division of Metric Units
Estimation
Pg No 68 to 72
3 Activity based on Time through their daily routine
February Ch-9 Measurement
(Weight and Volume)
Conversion Addition Subtraction
Multiplication and Division of the problems related to weight and capacity
Number stories
Pg No
11 to 14
4 Homework and Classwork
March Revision of Syllabus for SA- 2 SA - 2 Ch- 7 to 12
Syllabus Distribution of of EVS (Class III)
Month Course Book (My Vibrant
Planet)
Key Concept AV Experien
ce
Assess-ment
FA Tasks
April Ch-1 Our Sun and Solar System
Ch-2 Early Man
Parts of Sun Cardinal directions solar system Phases of Moon Important Discoveries by early men
Videos on
Solar System
Discovery of fire and wheel
Rotation Revolution
FA ndash 1
(April - May)
1 Pen-Paper Test Including MCQ Based on Solar System and Early Man
2 Diagram of Solar System and Different Tools used by early men
3 Creative Writing on
topic ldquoWaterrdquo
4 HW And CW
May Ch-3 Introduction to water
Forms and properties of water
Video on Uses and Forms of water
Properties of Water
July Ch-4 Uses of Water
Ch-5 Water Conservation
Ch-6 Major Cities Near Seas
Uses of water water conservation water cycle
Video on
Water cycle
FA ndash 2
(July - August)
1 Project on 3 Rrsquos
2 Group Discussion on Water Conservation
3 Pen-Paper Test on Topic Uses Source and Conservation of Water
4 HW And CW August Ch-7 The
Earth
Ch- 8 Our Environment
Parts of Earth Physical Features of India
Global Warming Pollution
Video on Types of pollution
Physical features of India
September Ch-9 Living
Things
Living Things
Characteristic
s of Living
Things
Video on
Character
-istics of
Living
Things
SA - 1 Ch- 1 To 5 7 And 8
Month
Course Book (My
Vibrant Planet)
Key Concept AV
Experience
Assess-
ment FA Tasks
October Ch-10 Plants Ch-11 Animals and Birds
Plants Parts and types of plants germination plants as sources of food different ways of cooking animals and birds shelter parts of body types of feathers and beak
Video on Germination Skeleton
FA ndash 3 (Oct ndash Nov)
1 Pen Paper Test Including MCQ Based On Properties and Uses of Air Types of Plants and Animals and Birds Classification
2 Diagram of beaks claws and germination of seed
3 Role Play on lsquoOur Bodyrsquo
4 HW and CW
November Ch-12 Our Body Ch-13 Air Around Us
Our Body Five senses external and internal organs of body skeleton And muscles atmosphere pollution
Video on External and Internal Body Organs with Function and Air Pollution
December Ch- 14 Means of transport and communication
Types of Transport and Communication
Video on Types of Transport and Communication
January Ch-15 Festivals of India Ch- 16 Dresses of India
National Harvest and Religious Festivals Seasons
Video on Types of Festivals
FA ndash 4 (Jan - Feb)
1 Pen paper Test Including MCQ on Dresses and Festivals 2 Radio Show on lsquoCelebrityrsquo 3 Project on Means of transport and communication 4 HW and CW
February Ch-17
celebrity
Life History of
Saina Nehwal
Video on
Celebrity
March Quick
Revision
SA - 2 Ch - 10 to 16
Syllabus Distribution of of GK (Class III)
Month Topics PgNo Activities April Animal Mates
Resources of Life Neighbourhood Services Amazing Machines Leaders of Change Spot the Difference Rainwater Harvesting Generating Electricity Rebus Voyage Through Oceans
6 7 17 18 25 26 34 35 46 47
1 Name some more male and female species of some other animals which are not given in book 2 Find some other neighbourhood services with the services they provide
May Our Animal Friend Kitchen Secrets Modes of Transport Shapes And Pattern Bird Watching
8 9 19 27 36-37
1 Mark the oceans and continents on map of the world
2 Name some animals (other than book) and the products we get from them
July Components of Food Marvels of the World Story Of Paper A Trip to Planetarium Substances Matters Amazing Plants
10 20 28 38 48 56-57
1 Make a list of new seven wonders with pictures
2 Collect information on any one of the aquatic plants
August Places of Interest Festivals of the World Odd One Out Water Cycle Sharpen Your Mind
11 21 29 39 49
1 Make a list of some places (other than book) of your interest with reason
2 Collect information on any one of the festival which is not mentioned in book
3 Pen paper test Pg no 6171920343539475657
September Exploring the Earth Amazing Facts
58 59
October Wetland
On the Floor
12-13
22
1 Make a list along with the pictures of various other dance forms of other countries
November Cycle of Seasons
World of Athletics Enjoy Your Meal Locating Objects Man on Moon
14-15 23 30 40 50-51
1 Draw the route map from your home to a school
2 Make a list of sports which are the parts of Olympics
January The Little Fir Tree Healthy Lifestyle Camouflage Service Before Self Sounds of Things Important Dates
32 33 42-43 44 54 61
1 Find out the names of some animals who conceal themselves by blending with their surroundings
2 Try to solve grid puzzle from the
newspaper February Maths At a Glance
Letrsquos Dress Up States and Capitals
58 59
1 Pen paper test pgno
3031415558596061 6263
March First In the World Famous Characters and Their Creations
63 64
Syllabus Distribution of Moral Education (Class III)
Month Live and Let Live
April and May Ch-1 Mind and Body
July Ch- 2 Keep Surroundings Clean
August Ch-3 Do Hard Work
September Ch-4 Courage Within Me
October Ch- 5 Letrsquos Love India
November Ch- 6 It is lsquoWersquo Not lsquoMersquo
December Ch-7 Stop Pollution
Januray Ch- 8 Being Non ndashViolent
February Ch-9 You Are Great
Syllabus Distribution of Computer (Class III)
Month Course Book Assess
ment FA Tasks
April L-1 Introduction to a Computer 11 Computer ndash A Smart Machine 12 Working of a Computer 13 Features of a Computer 14 Limitations of a Computer 15 Types of Computer 16 Computers in other Machines
FA ndash 1 (April- May)
1 Class work done in book and notebook
2 Activity of Identifying pictures
May L-2 Parts of a Computer 21 Hardware 22 Software 23 Differences between Hardware
and Software
3 Quiz Competition on the topic lsquo Hardware and Softwarersquo
4 Type the names and features of any ten keys in Word pad
July L-3 MS Windows The Operating System
31 Microsoft Windows 32 Working with Windows 7 33 Understanding Files and Folders 34 Application Window 35 Some Components of Application
Window 36 Windows XP Versus Windows 7
FA ndash 2 (July- Aug)
1 Class work done in book and notebook
2 Lab Activity related to L- 3
3 Drawing Flag of
India in Paint 4 Identifying and
naming the tools August L-4 More on MS Paint
41 Curve Shape 42 Polygon Shape 43 Menu Bar
September Revision of L- 1to 4 for SA ndash 1 Sample Paper-1(Pg No-56)
SA -1 (Sept-
ember)
L-1 to 4 Complete with MCQ TrueFalse Fill in the Blanks Match the Column Crosswords Identify and label the pictures and Question Answer + Lab Activities related to L 1 to 4done in the lab
Month Course Book Assessment
FA Tasks
October L-5 Editing in MS Paint 51 Selecting the Drawing 52 Using Clipboard 53 Image Group 54 Changing the Size of an Image
FA - 3 (Oct-Nov)
1 Class work done in book and notebook
2 Make a greeting card for your teacher using all the tools of MS Paint
November L-6 LOGO A Computer Language 61 LOGO 62 Starting MSW Logo 63 Components of a LOGO 64 LOGO Primitives 65 Repeat Command 66 Exiting LOGO
3 Lab Activity related to L-6
4 Make a list of shortcut of commands on a thick sheet
December L-7 LOGO Arithmetic 71 Revision of LOGO Primitives 72 Print Primitive 73 Calculations in LOGO 74 Print with Logical Operators
FA- 4 (Jan-Feb)
1 Make a poster on LOGO Primitives
2 Lab Activity related to L- 7
3 Lab Activity related to L- 8
4 Crossword related to ldquoMS Wordrdquo
January L-8 Learning MS Word 81 Starting MS Word 2010 82 Parts of MS Word Window 83 Typing Text 84 Creating a New Document 85 Saving a File 86 Printing a Document 87 Closing a Document 88 Opening an Existing Document
February Revision of L-5 to 8 for SA- II Sample PaperndashII(PgNo98) Olympiad Practice Sheet (Pg No 104)
March Revision of all the Chapters for SA II SA -2 L-5 to 8 Complete with MCQ TrueFalse Fill in the blanks Match the Columns Crosswords Identify and label the pictures and Question Answers + Lab Activities related to L 5 to 8 done in the Computer lab
Assessment Rubrics(Source CBSE CCE Manual)
REPORTING STUDENTSrsquo ACHIEVEMENT While reporting studentsrsquo achievement in different areas indirect grading in absolute scale having five points may be used The grades will stand for the following distribution of marks A+ Outstanding 90 - 100 A Excellent 75 - 89 B Very Good 56 - 74 C Good 35 - 55 D Scope for improvement Below 35 The grade of the child can be computed in the achievement card based on the percentage of presence of behaviour indicator in the above category of percentiles Besides certain remarks can be made in scholastic and co-scholastic areas as well as the achievement level of the child These remarks will help the parents and the child to provide the learning skills in that area by devoting more learning efforts Thus continuous and comprehensive evaluation is a useful proposition for improvement of studentsrsquo achievement through continuous diagnosis remediation encouragement and appreciation It requires coordinated and concerted efforts on the part of Principals teachers and parents for the multifaceted personality development of the child The enclosed rating scales are expected to help the teachers in proper placement of students in terms of the different grades
LANGUAGES Aspects Sub-
Skills A+ A B C D
01
Re
ad
ing
Sk
ills
(L
ou
d R
ea
din
g)
Pro
nu
nci
ati
on
Can read short storiesarticleswords on ones own and uses his phonetic skills to pronounce new words
Can read short storiesarticle on ones own most of the time Uses his phonetic skills to pronounce new words most of the time
Can often read short stories with varying speed and guidance most of the time
Can read short stories with varying speed and guidance from the teachers most of the time
Needs help and prompting by the teacher all the time
Flu
en
cy
Can read simplecomplex passages fluently with proper speed expression and pronunciation
Can read simplecomplex passages fluently with speed but needs occasional prompting
Can read simple passages but takes time to read each word lacks fluency speed and expression
Can read simple passages with guidance or prompting most of the time
Fumbles a to while reading even simple sentences Needs help all the time
Co
mp
reh
en
sio
n Can read and
understand text and answer questions correctly
Can read and understand text and answer most of the questions correctly
Can read and understand text and answer some of the questions correctly
Can read and understand text with the help of teacher
Cannot comprehend the text at all
Aspects Sub-Skills
A+ A B C D 0
2 W
riti
ng
Sk
ills
Cre
ati
ve
Wri
tin
g
Can write short stories and paragraphs with accuracy and originality in sentence construction and use of vocabulary Ideas are arranged logically
Can write short stories and paragraphs on a given topic with a fair degree of accuracy Displays originality sometimes Ideas are generally logically arranged
Writes stories and paragraphs but makes quite a few errors
Can write short connected descriptive sentences on ones own with some grammatical errors
Cannot write even short sentences of ones own makes a lot of mistakes
Ha
nd
wri
tin
g
Is neat and legible All letters and strokes are consistent and joined correctly Transcription is error free
Is neat and legible Occasional inconsistency seen in formation of letters and strokes Transcription is error free
Is legible but sometimes inconsistent with his strokes and letters Transcription has occasional errors
Handwriting is not very neat Transcription has many errors
Is neither legible nor consistent
Gra
mm
ar Can write sentences
accurately Can write sentences accurately most of the time
Can write sentences with quite a few errors
Can write sentences with a lot of mistakes
Cannot write with accuracy Needs help very often
Sp
ell
ing
s Can spell all words correctly Tries to spell new words
Can correctly spell all the words most of the time Falters occasionally
Can correctly spell words but sometimes makes mistakes
Makes a lot of spellings mistakes
Cannot spell words properly Has to be helped
Vo
cab
ula
ry Has a rich
vocabulary Often uses new words and phrases in written and spoken forms
Has a good range of vocabulary and phrases Uses new words only most of the time
Has a fair range of vocabulary Uses new words sometimes
Vocabulary is limited to only those words which have been taught in class
Has a poor stock of vocabulary
03
Sp
ea
kin
g
Sk
ills
Co
nv
ers
ati
on
Is fluent and spontaneous Responds to situations appropriately and accurately Can narrate incidentsanecdotes and can participate in a discussion on a given topic with ease
Is fluent and spontaneous most of the time Responds to the situations appropriately but fumbles for words occasionally Can narrate incidentsanecdote and can participate in discussions with efforts
Lacks spontaneity fluency and accuracy sometimes Response time rather long Needs prompting most of the time
Lacks spontaneity fluency and accuracy
Needs help most of the time
Re
cita
tio
n
Can recite a poem or a story with proper speed Dictation expression and tone
Can recite a poem or a story with proper speed or expression but makes occasional mistakes in pronunciation or forgets at times
Can recite a poem or story with occasional prompting Expression is not very strong and effective
Cannot recite an entire poem or story without prompting Pronunciation expression is not appropriate
Recitation is poor Lacks expression
04
Lis
ten
ing
Sk
ills
Co
mp
reh
en
sio
n
Can comprehend oral questions instructions stories poems
Comprehends oral question instructions stories and poems most of the time
Has some difficulty in comprehending Instructions stories or poems Needs guidance quite often
Understands simple conversation in familiar situations Needs simplification or translation most of the time
Cannot understand instructions Needs help all the time
Ex
tra
Re
ad
ing
Can read short storiespoems for pleasure on ones own with complete comprehension Can form opinions and evaluate characters and incidents
Reads storiespoems for pleasure Sometimes needs help in understanding the story Can form opinions and evaluate characters and incidents
Needs a lot of help with understanding of stories and poems Can evaluate a character or a situation only sometimes
Shows lack of interest in reading stories or poems Needs a lot of prompting
Not interested to read at all any extra material of ones own
Act
ivit
ies
P
roje
ct
Participates enthusiastically in activities Projects
Enthusiastically participates in activitiesProjects most of the time
Needs persuasion by the teacher for active participation
Seldom participates in activities projects assigned
Does not participate at all
MATHEMATICS
A+ A B C D
Co
nce
pt
Understands the concepts with logical thinking and good reasoning skill
Understands the concepts thoroughly
Understands the concepts and is able to apply most of them correctly Needs occasional help
Takes more time in understanding new concepts and requires frequent help
Needs help most of the time in understanding the concepts and logically applying them Activity Very confident
Act
ivit
y
Very confident original and creative in-group activities Has tremendous team spirit
Takes keen interest in doing various activities and applying the concepts to real life situations
Quite creative but needs to be more innovative and original
Takes interest but needs to be more systematic and organized
Lacks initiative and is disinterested in-group activity
Ta
ble
s
Has understood the concept of grouping the numbers and knows the tables by heart Can also do dodge tables
Knows the tables but falters a little in dodge tables
Knows the tables but Makes mistakes in tables of higher number Falters in dodge tables
Has not understood the concept of tables Makes a lot of mistakes in dodge tables
Has not learnt the tables Cannot do dodge tables at all
Me
nta
l a
bil
ity
Takes immense delight in working with mathematical problems mentally
Has a good number sense Quick in solving problems mentally
Solves mental sums with ease but at times makes careless mistakes
Can perform mental calculations but falters occasionally
Slow in solving sums mentally
Wri
tte
n
wo
rk
Work is neat and methodical Presentation is a source of inspiration for others
Neat and systematic work
Neat and regular work but sometimes not up to the mark
Often the work is untidy and the figures are shabbily drawn
Untidy work Late in submitting the assignments
ENVIRONMENTAL SCIENCE
En
vir
on
me
nta
l S
en
siti
vit
y
Has the ability to reason does independent thinking has value appreciation for truth and aesthetic sensitivityobservation
Can do some independent thinking and is quite observant with reflexes of occasional appreciation
Can attempt to answer simple questions based on reasoning and observation
Has difficulty in reasoning and observing Can attempt to answer simple questions
Needs prompting to answer simple questions
Act
ivit
y
Pro
ject
Very innovative Collects information is able to present the work neatly does reference work
Work is informative and neat most of the time
Work is informative and more or less neat tends to take support and help
Presentation needs improvement less informative
Work is untidy and files not well kept and work is least informative
Gro
up
D
iscu
ssio
n
Listens to others point of view and is able to add to them Makes interesting observations has a good organization of thoughts
Listens to others View point and hesitates to answer
Listens passively and offers no views hesitates to answer needs occasional help to give views
Has some difficulty in comprehending instructions has to be prodded to give answers
Has difficulty in paying attention and following instructions needs simplification most of the time
SCIENCE C
on
cep
t Excellent ability to understand grasp recall define and reason Understands and differentiates textual material with great case Is able to apply relevant knowledge and tabulate facts well Reads and comprehends text diagram and web chart quickly
Good ability to understand grasp recall define and reasons Understands the textual material with ease Is able to apply relevant knowledge Reads and comprehends text diagram and web chart
Can understand and recall the textual material Is able to apply relevant knowledge and tabulate facts can read and comprehend diagrams and web charts
Can understand grasp recall define and reason Understands the textual material and with help from the teacher Is able to tabulate facts well Reads and comprehends text diagram and web chart with difficulty
Needs continuous guidance in understanding Finds difficulty in reading and comprehending text
Act
ivit
y
Pro
ject
Voluntarily participates in all the activities and enjoys experiments Highly appreciable creative and original in presentation Is explorative innovative and infers a result after experimenting does extensive reference work
Participates in most of the activities and Performs experiments with interest Excellent creative project presentation Is explorative and innovative in experimenting does reference work
Participates in some of the activities and performs some experiments Good project presentation with little creativity Is explorative in experimenting sometimes does reference work
Participates in very few activities and rarely performs any experiments Satisfactory project presentation not very creative Rarely read any reference books
Needs a lot of encouragement to participate in activities or perform experiments Project presentation is not creative and systematic Not interested in extra reading
Sci
en
tifi
c S
kil
ls
Has a very keen observation inquisitive approach likes to experiment in a systematic way and draws accurate diagrams and records information correctly carefully and systematically Is able to analyze draw inference and apply information
Has a keen observation is inquisitive does systematic work and draw neat diagrams records information correctly carefully and systematically Is able to analyze draw inference and apply information
Sometimes inquires about concepts usually does experimentation in a systematic way and draws diagrams correctly Records information Is able to draw inference and apply information with some difficulty
Rarely inquisitive Does experimentation when told not very systematic work and untidy diagrams Is not able to draw inference and apply information
Not interested in experimentation recording or drawing inference Not very tidy and organized in his work Generally disinterested
Gro
up
Dis
cuss
ion
Actively participates and usually leads all group discussions Very often makes interesting observations and adds to the points given Can analyze points critically and generate new ideas
Actively participates Good relations with other members Often makes interesting observations can analyze some points critically
Participates sometimes Satisfactory relations with other members Sometimes makes interesting observations Can analyze few points
Hesitant to participate in-group discussions Poor relations with other members Rarely makes observations Unable to analyze points
A passive participant Never makes observations unable to analyze points
COMPUTER EDUCATION
Sk
ills
Very confident in using graphic skills word processing skills and operating skills
Skilled in operating and word processing skills
Shows excellent eye hand coordination in operating skills
Uses computer to enhance his knowledge on various topics taught in class Uses computer as a tool
Needs help from the buddy to complete his assignments
Ap
titu
de
Excellent in selecting and using different colours creating pictures and identifying different features of multimedia in work presentations
Shows special aptitude in using tools to create shapes and lines
Works with confidence and handles mouse with competence
Is able to combine text and graphics with help from teacher
Takes time to locate keys on the keyboard
GAMES
En
thu
sia
sm Plays with full
intrinsic Motivation
Plays with full intrinsic motivation most of the time
Plays with zeal but of his choice games
Plays but only when commanded
Always gives excuses
Dis
cip
lin
e
Obeys all class discipline voluntarily and plays by following all rules of the game
Obeys all class discipline voluntarily most of the time and plays by following all rules of the games
Obeys class discipline on command and follows rules only suited to his advantage
Obeys due to fear of punishment Follows rules on command with displeasure
Lacks discipline
Te
am
sp
irit
Has team spirit and plays for winning
Has team spirit and plays for winning most of the time
Puts his effort individually
Shows team harmony on and off
Not a team player
Tal
ent
Str
en
gth
a
nd
sta
min
a
spee
d)
Outstanding development of skills and displays high performance
Excellent development of skills and displays high performance most of the time
Very good skill development but performs occasionally
Average skill development
Slow skill development`
MUSIC
Inte
rest
Always very keen to learn and follow given instructions
Very keen to learn and follow instructions most of the time
Needs little drive to learn and start
Sometime shows interest
Does not show much interest
Rh
yth
m Child has a good
sense of rhythm and keeps pace with the beat
Child has a good sense of rhythm and sometimes falters in keeping pace with the beat
Sometimes loses pace with the beat
Sometimes goes off the beat and cannot make it up
Does not have the sense of rhythm
Me
lod
y Child has a good
sense of tune Child has a good sense of tune and goes off key Occasionally
Child goes off key sometimes can come back in tune
Child has the sense of time but goes off key in higher octave
Child does not have much sense of music
PERSONALITY DEVELOPMENT
Co
urt
eo
usn
ess
Very careful about wishing saying sorry thank you and excuse me Always stands up to give respect Always speaks politely and uses good vocabulary never interrupts in between
Wishes others most of the time says sorry thank you and excuse me stands up to give respect speaks politely never interrupts in between
Many times wish others (says sorry thank you and excuse me) Some times interrupts in between speaks politely may times
Sometimes avoids to wish (says sorry thank you and excuse me) Some times speaks politely interrupts in between
Avoids wishing (say sorry thank you and excuse me) Aggressive and impolite
Co
nfi
de
nce
Always very confident in carrying out various activities
Very confident in carrying out various activities most of the time
Confident in carrying out most of the activities
Quite confident but needs to come up with hisher ideas
Needs to develop confidence
Ca
re o
f B
elo
ng
ing
s Always respects the belongings and takes care
Takes care of self as well as others property most of the time
Most of the times takes care of belongings
Takes care but does not bother about others
Careless about self as well as others property
Ne
atn
ess
Always wears proper and neat uniform Very careful about personal hygiene
Wears proper and neat uniform Sometime nailshairteeth not clean
Wears proper and neat uniform most of the time
Most of the times in improper uniform often not careful about hygiene
Often untidily dressed
Re
gu
lari
ty a
nd
p
un
ctu
ali
ty
Very particular about being regular and punctual to school classroom Always regular in doing and submitting assignments and projects
Often particular about being regular and punctual to schoolclassroom often regular in doing and submitting assignments and projects
Sometimes particular about being regular and punctual Sometimes late in submitting assignments
Sometimes irregular and not punctual to schoolclassroom Sometimes late in submitting assignments and projects
Irregular and sometimes late to schoolclassroom Rarely submits assignments and projects in time
Init
iati
ve
Always tries to do things independently Always ready to participate in oral discussionsextra curricular activities
Most of the times tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Often tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Sometimes tries to do things independently Sometimes ready to participate in oral discussionsextra curricular activities
Never does things independently a voids participating in oral discussionsextra curricular activities
Sp
irit
of
serv
ice
Always volunteers to participate in all activities for a social cause Always ready to help others
Volunteers to participate in activities for a social cause most of the time Often ready to help others
Often volunteers to participate in activities for a social cause Often helps others
Sometimes volunteers to participate in activities for a social cause Sometimes helps others
Rarely participates in activities for a social cause Never bothers to help others
Re
spe
ct o
the
rs
pro
pe
rty
Always follows rules and regulations Takes good care of property and consciously makes efforts to keep the environment clean
Most of the time follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Often follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Sometimes follows rules and regulations Does bother about others property Sometimes litters hisher surroundings
Does not follow rules and regulations Is not sensitive about others property Often litters hisher surroundings
Se
lf c
on
tro
l
Well disciplined in the classroom corridors staircase Never misbehaves or fights in the playgroundbreak Emotionally a balanced child
Disciplined in the classroomcorridorsstair case most of the time Never misbehaves or fights in the playgroundbreak
Disciplined in the classroomcorridors staircase most of the time Occasionally misbehaves or fights in the playground break
Disciplined in the classroom but not in corridors staircase Often misbehaves or fightsbullies in the play groundbreak
Indiscipline in the classroomcorridorsstaircase Mostly misbehaves fights bullies in the playgroundbreak
ART amp CRAFT
Inte
rest
Shows great enjoyment and aptitude for drawing and painting - recognizes the value of art
Shows great enjoyment and aptitude for drawing and painting ndash recognizes the value of art most of the time
Enjoys drawing and painting Shows imagination some time
Prefers to be guided than using his own imagination
Prefers to reproduce what is seen Needs repeated instruction
Cre
ati
vit
y
Has original drawing and innovativeness in the work Shows more feeling and expressions in hisher work
Has original drawing and innovativeness in the work shows more feeling and expressions in hisher work most of the time
Good at reproducing Shows feelings and emotions
Can communicate the ideas in terms of effect and appeal
Lacks creativity and looks for ideas and instructions from the teachers
Sk
ill
Excellent development of skills and high performance
Excellent development of skills and high performance most of the time
Skills development is good but performs occasionally
Very slow skill development
No skills
Learning Indicators (Source NCERT CCE Manual)
ENGLISH
At the end of class III learners will be able to do the following (Learning outcomes) Talk about themselves members of the family and the people in their surroundings Follow simple instructions requests and questions and use formulaic expressions
appropriately Enjoy doing tasks (including singing a rhyme or identifying a person object or thing)
in English Recognize whole words or chunks of language Recognize small and capital forms of
English alphabet both in context and in isolation Read simple wordsshort sentences with the help of pictures and understand them
Write simple wordsphrasesshort sentences Listening Curricular Expectations Understand simple English language spoken in their immediate environment Enthusiasm to listen to English with understanding Appreciate non-verbal clues and respond through speaking body language
Pedagogic Processes Clear lip movement for children with hearing impairment to lip read
Familiarizing children with day to day spoken English (small sentences and phrases) in class assembly playground etc with peersgroups
Creating learning situations for using greetings and polite forms of expression Using formulaic expressions such as lsquoSit in a circlersquo and helping children become familiar with these expressions and use them
Familiarizing children with the sound system of English through chunks of language such as ldquoan applerdquo and connecting it with visualsrealia
Giving oral instructions for gamesactivities in simple English Introducing content and devising tasks that encourage children to draw on diverse
experiences and make connections with what is worthwhile and important to them Encouraging children to watch English cartoons (Listening and speaking are
developing in conjunction) and speak about it Providing input via audio-videoreading out from material and generating interest
through pair and group workrole-play Facilitating pairgroup work where children share their experiences
Providing learning situations such as role play to listen and communicate messages Using picture clips photos singing storytelling effective questions music etc
Narrating variety of stories from the textbook and beyond helping children to talk about the main idea Using a number of facial expressions dramatizing and picturising stories
Asking questions based on the texts using mother tongue and scaffolding wherever necessary using role play
Reading aloud action songspoems encouraging children to sing collectively (Listening and speaking are connected) using gestures
Giving dictation of a few simple sentences to enable children to listen and write (Listening is linked with speakingwriting)
Playing music (non-verbal) and encouraging children to express themselves through speech action dance drama photographs film clips puppets comics displays and singing
Drawing attention to onomatopoeic sounds such as a tap-tap buzz grrr etc
Learning Indicators (Progression) Listening Responds to English words and sentences used in classschool in home
languageEnglish eg mode of transportation post office other sources etc and reads the poem aloud and
enact etc Responds to simple greetings and polite forms of expression in Englishhome
languagefacial expressionbody language eg Please work with your friend etc Let us tidy the place (simple 6-8 sentences)
Follows rules of gamesactivities eg Today we will play lsquorelay racersquo Do you know how is it played Irsquoll tell you the rules and wersquoll play
Engages with English cartoons childrenrsquos filmsvisuals eg Describe what you saw in the film and other related questions etc
Shows interest in listening to experiences of her peers and others in English and home language eg All the students had gone for a picnic and are now sharing their experiences
Attends to oral messagestelephonic communications and communicates them in English home language eg Receives messages and conveys Listens to new words and pointsindicates objects and persons eg Listening a story and understanding the meaning of words in context
Understands the story and tells the main action in it (Listening amp Speaking in conjunction) in home languageEnglishsign language
Shows enthusiasm to listen to English poems songs jokes eg Birds sing phone rings Responds to questions asked on textual material narrated stories in English home language eg Do you enjoy train rides
Takes dictation of chunks of words eg describing the classroom Draws with interest after listening to the input eg Follows steps and does the task and
also listens and writes wordssentence with understanding such as let us make an envelope
Enjoys rhyme and rhythm of poems and sings aloud eg I found a shell a curly one Lying on the sand Appreciates music and expresses in actionspeech Listens and co-relates various onomatopoeic sounds talks about them eg Tak tak is anybody there
Speaking Curricular Expectations Able to speak English along with home languageAble to ask questions Able to recite poems say dialogues phrases from stories plays etc Pedagogic Processes Encouraging lip reading to understand words even without sound Creating learning situations to introduce themselves to a new studentanother
teacher a visitorprincipal Familiarizing children with new vocabulary as per their context and making them
speak Using pictures objects realia models and wall displays at eye level large prints and signs Providing input encouraging for participation in class morning assembly programmes Providing situations picturesimagesartifacts to help children speak about them in pairgroups Creating learning situations via-drama storytelling group work role-playmock-
telephonic conversationsconversations between and among family members connecting it with the characters from lessons
Creating learning situations to speak about hobbies games food etc Giving a prompt to help children speak ldquoYou know I read a story which goes like thisrdquo
ldquoOnce my brother played a prank on me rdquo Based on the reading of the text children are encouraged to speak eg comprehension
connecting to previous knowledge
Varying the input as per the special needs of the child with hearing impairment Connecting learning to the real world and encouraging them to ask questions such as
Why canrsquot we play now Encouraging children to imagine and speak about characters and situations using
prompts or pictures to help children create stories Encouraging children to raise queries amp ask questions through various modalities like
visual auditory and kinesthetic Providing poems (from textbooks and other sources chosen by the teacher children
from childrenrsquos magazines childrenrsquos section in newspapers) All the bells are ringing there 10 Providing storiesplays (from textbooks and
beyond the textbook) Learning Indicators (Progression) Speaking Uses simple sentences to introduce herself in English home languagesign language
eg I am Jagat I study in class III I like ice cream and orange juice Speaks as per context eg Given a context from the text or real world gives appropriate
words Participates in different events such as role play poetry recitation drama organized
in school from time to time Speaks about situationspicturesimages in English and home language
Engages in conversation in English and home language with friends teachers and family using simple sentences and Responses eg The kite is flying The aero plane also flies
Narrates her personal experiences anecdotes stories she has read or heard in Englishhome languagesign language eg My pup is very sweet
Makes requests uses greetings and polite forms of expression Expresses her likes and dislikes eg I like to jump and skip Responds especially to the textual questions being asked in both English class and in
other subject classes in Englishhome language Narrates stories (imaginarydreamsactual situations etc) Asks questions about
things around her Asks questions based on the textbeyond the text out of curiositywhile engaging in conversation
Recites rhymes poems songs in groups and individually and through acting out Says phrasesdialogues from storiesplays Retells main idea of the storyplay
Reading They recognize some words in English and make some attempts to read unknown words using initial sounds They mostly rely on illustrations and teacher support to establish meaning in a text and may not understand everything that they read While they continue to use early decoding skills they are not yet able to predict from language context alone because of their yet developing English proficiency Gradually they can follow and read short simple texts along with the teacher and in class as shared reading activities
Curricular Expectations Understand the main idea locate details in the text (seen and unseen) Able to ask questions Understands the form and functions of grammar in context
Pedagogic Processes Providing visualspointing to illustrations in texts to encourage children to read
Familiarizes children with both small and capital letters of the alphabet Facilitating comprehension through various textsmovementactions Facilitating children to locate details sequence of ideas and eventsidentifying main
idea through various types of comprehension questions Facilitating children to relate ideas of the text with personal experience through
questions and interaction Introducing stories to facilitate comprehension Listening to poems showing
understanding through tone volume and action Introducing different kinds of texts such as descriptions stories folktales and poems
Providing beyond the text materials such as advertisements notices etc Facilitating reading of childrenrsquos magazines and childrenrsquos section of newspapers and
enriching the reading habits through exposure to school library reading corner Introducing titles of books movies etc Encouraging children to raise questions based
on their reading Drawing attention towards use of grammar in context and explaining it such as nouns
adjectives etc eg red rose Drawing attention to the use of punctuation through a variety of texts such as use of
capital and small case comma full stop Learning Indicators (Progression) Reading Reads small texts with comprehension Identifies locates main idea details and the
sequence of ideas and events and draws conclusions based on reading Relates ideas with her personal experiences eg After reading a story on travel is able
to connect with her experience of travelling in a bus train etc Reads and relates texts of home language Recognises themes such as triumph of good over evil Engages with different kinds of texts descriptions stories folktales and poems eg
She narrates the story that also deals with similar issues and connects with her life Connects with real life including home languagesign language
Engages in reading beyond the text materials and enjoys reading Infers the meaning of unfamiliar words by reading them in context
Reads titles of books movies captions Asks questions based on the reading or out of curiosity
Uses simple grammar in sentences eg Jamala is a good student Uses appropriate punctuation eg Jatin is my friend
Writing They develop the ability to use some basic conventions of writing in English They write texts using sentence structures based on oral structures and very simple repetitive texts By the end of class III they are beginning to write their own very short simple texts They write with less need for teacher transcription Their attempts at spelling depend on sounds Children begin with one word to phrases to sentences across class levels
Curricular Expectations Able to write short simple texts Pedagogic Processes Facilitating children to form letters and spacing properly Familiarising children with words from the text and immediate surroundings Drawing attention to the use of capital letters and punctuation marks such as full stop
comma question mark etc Giving dictation of sentencesshort paragraphs (listening and writing are developed in conjunction)
Providing texts (seen amp unseen) and encouraging writing answers to comprehension questions Providing verbalvisual clues to develop words sentence paragraphs Encouraging children to write on self family pets and home etc (Giving extra time
for children writing in Braille) Providing examples of writing through a variety of examples Providing examples of wordsphrases (linkers) to indicate sequence such as lsquoandrsquo butrsquo etc Providing examples of written texts to familiarize with grammar in context Familiarizing children with rhyming words creating rhythm through a poem Providing a variety of contexts such as going for a picnic a fair etc and helping them
develop new vocabulary Learning Indicators (Progression) Writing Draws enthusiastically according to the context and writes a little name etc Uses proper spacing between letters words and sentences Writes familiar words phrases simple sentences in Braille or print Uses capital letters and punctuation marks eg Finally I dressed up and went to school Takes dictation of chunks of words eg items needed for class library Writes answers for textual questions after comprehension (Writing is linked to
reading) Writes wordssentence paragraphs with the help of verbalvisual clues eg Pictures of
flowers fruits animals etc and writes Writes descriptions narratives 5-6 simple sentences on personal experiences Describing any event place object eg Look at the fish tank and write three sentences what you see
Uses appropriate punctuation forms in a variety of written texts Writes rhyming words eg Day-bay mouse house etc Makes lists for various purposes eg Prepare a list for class picnic mat water bottle tiffin towel bag etc Contributes for the school magazine (drawing with caption etc)
Concern for Immediate Environment Curricular Expectations
Develop concern for immediate environment (both physical and social) through observation which leads to development of language skills in an integrated manner Pedagogic Processes
Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and providing related vocabulary
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
Syllabus Distribution of of EVS (Class III)
Month Course Book (My Vibrant
Planet)
Key Concept AV Experien
ce
Assess-ment
FA Tasks
April Ch-1 Our Sun and Solar System
Ch-2 Early Man
Parts of Sun Cardinal directions solar system Phases of Moon Important Discoveries by early men
Videos on
Solar System
Discovery of fire and wheel
Rotation Revolution
FA ndash 1
(April - May)
1 Pen-Paper Test Including MCQ Based on Solar System and Early Man
2 Diagram of Solar System and Different Tools used by early men
3 Creative Writing on
topic ldquoWaterrdquo
4 HW And CW
May Ch-3 Introduction to water
Forms and properties of water
Video on Uses and Forms of water
Properties of Water
July Ch-4 Uses of Water
Ch-5 Water Conservation
Ch-6 Major Cities Near Seas
Uses of water water conservation water cycle
Video on
Water cycle
FA ndash 2
(July - August)
1 Project on 3 Rrsquos
2 Group Discussion on Water Conservation
3 Pen-Paper Test on Topic Uses Source and Conservation of Water
4 HW And CW August Ch-7 The
Earth
Ch- 8 Our Environment
Parts of Earth Physical Features of India
Global Warming Pollution
Video on Types of pollution
Physical features of India
September Ch-9 Living
Things
Living Things
Characteristic
s of Living
Things
Video on
Character
-istics of
Living
Things
SA - 1 Ch- 1 To 5 7 And 8
Month
Course Book (My
Vibrant Planet)
Key Concept AV
Experience
Assess-
ment FA Tasks
October Ch-10 Plants Ch-11 Animals and Birds
Plants Parts and types of plants germination plants as sources of food different ways of cooking animals and birds shelter parts of body types of feathers and beak
Video on Germination Skeleton
FA ndash 3 (Oct ndash Nov)
1 Pen Paper Test Including MCQ Based On Properties and Uses of Air Types of Plants and Animals and Birds Classification
2 Diagram of beaks claws and germination of seed
3 Role Play on lsquoOur Bodyrsquo
4 HW and CW
November Ch-12 Our Body Ch-13 Air Around Us
Our Body Five senses external and internal organs of body skeleton And muscles atmosphere pollution
Video on External and Internal Body Organs with Function and Air Pollution
December Ch- 14 Means of transport and communication
Types of Transport and Communication
Video on Types of Transport and Communication
January Ch-15 Festivals of India Ch- 16 Dresses of India
National Harvest and Religious Festivals Seasons
Video on Types of Festivals
FA ndash 4 (Jan - Feb)
1 Pen paper Test Including MCQ on Dresses and Festivals 2 Radio Show on lsquoCelebrityrsquo 3 Project on Means of transport and communication 4 HW and CW
February Ch-17
celebrity
Life History of
Saina Nehwal
Video on
Celebrity
March Quick
Revision
SA - 2 Ch - 10 to 16
Syllabus Distribution of of GK (Class III)
Month Topics PgNo Activities April Animal Mates
Resources of Life Neighbourhood Services Amazing Machines Leaders of Change Spot the Difference Rainwater Harvesting Generating Electricity Rebus Voyage Through Oceans
6 7 17 18 25 26 34 35 46 47
1 Name some more male and female species of some other animals which are not given in book 2 Find some other neighbourhood services with the services they provide
May Our Animal Friend Kitchen Secrets Modes of Transport Shapes And Pattern Bird Watching
8 9 19 27 36-37
1 Mark the oceans and continents on map of the world
2 Name some animals (other than book) and the products we get from them
July Components of Food Marvels of the World Story Of Paper A Trip to Planetarium Substances Matters Amazing Plants
10 20 28 38 48 56-57
1 Make a list of new seven wonders with pictures
2 Collect information on any one of the aquatic plants
August Places of Interest Festivals of the World Odd One Out Water Cycle Sharpen Your Mind
11 21 29 39 49
1 Make a list of some places (other than book) of your interest with reason
2 Collect information on any one of the festival which is not mentioned in book
3 Pen paper test Pg no 6171920343539475657
September Exploring the Earth Amazing Facts
58 59
October Wetland
On the Floor
12-13
22
1 Make a list along with the pictures of various other dance forms of other countries
November Cycle of Seasons
World of Athletics Enjoy Your Meal Locating Objects Man on Moon
14-15 23 30 40 50-51
1 Draw the route map from your home to a school
2 Make a list of sports which are the parts of Olympics
January The Little Fir Tree Healthy Lifestyle Camouflage Service Before Self Sounds of Things Important Dates
32 33 42-43 44 54 61
1 Find out the names of some animals who conceal themselves by blending with their surroundings
2 Try to solve grid puzzle from the
newspaper February Maths At a Glance
Letrsquos Dress Up States and Capitals
58 59
1 Pen paper test pgno
3031415558596061 6263
March First In the World Famous Characters and Their Creations
63 64
Syllabus Distribution of Moral Education (Class III)
Month Live and Let Live
April and May Ch-1 Mind and Body
July Ch- 2 Keep Surroundings Clean
August Ch-3 Do Hard Work
September Ch-4 Courage Within Me
October Ch- 5 Letrsquos Love India
November Ch- 6 It is lsquoWersquo Not lsquoMersquo
December Ch-7 Stop Pollution
Januray Ch- 8 Being Non ndashViolent
February Ch-9 You Are Great
Syllabus Distribution of Computer (Class III)
Month Course Book Assess
ment FA Tasks
April L-1 Introduction to a Computer 11 Computer ndash A Smart Machine 12 Working of a Computer 13 Features of a Computer 14 Limitations of a Computer 15 Types of Computer 16 Computers in other Machines
FA ndash 1 (April- May)
1 Class work done in book and notebook
2 Activity of Identifying pictures
May L-2 Parts of a Computer 21 Hardware 22 Software 23 Differences between Hardware
and Software
3 Quiz Competition on the topic lsquo Hardware and Softwarersquo
4 Type the names and features of any ten keys in Word pad
July L-3 MS Windows The Operating System
31 Microsoft Windows 32 Working with Windows 7 33 Understanding Files and Folders 34 Application Window 35 Some Components of Application
Window 36 Windows XP Versus Windows 7
FA ndash 2 (July- Aug)
1 Class work done in book and notebook
2 Lab Activity related to L- 3
3 Drawing Flag of
India in Paint 4 Identifying and
naming the tools August L-4 More on MS Paint
41 Curve Shape 42 Polygon Shape 43 Menu Bar
September Revision of L- 1to 4 for SA ndash 1 Sample Paper-1(Pg No-56)
SA -1 (Sept-
ember)
L-1 to 4 Complete with MCQ TrueFalse Fill in the Blanks Match the Column Crosswords Identify and label the pictures and Question Answer + Lab Activities related to L 1 to 4done in the lab
Month Course Book Assessment
FA Tasks
October L-5 Editing in MS Paint 51 Selecting the Drawing 52 Using Clipboard 53 Image Group 54 Changing the Size of an Image
FA - 3 (Oct-Nov)
1 Class work done in book and notebook
2 Make a greeting card for your teacher using all the tools of MS Paint
November L-6 LOGO A Computer Language 61 LOGO 62 Starting MSW Logo 63 Components of a LOGO 64 LOGO Primitives 65 Repeat Command 66 Exiting LOGO
3 Lab Activity related to L-6
4 Make a list of shortcut of commands on a thick sheet
December L-7 LOGO Arithmetic 71 Revision of LOGO Primitives 72 Print Primitive 73 Calculations in LOGO 74 Print with Logical Operators
FA- 4 (Jan-Feb)
1 Make a poster on LOGO Primitives
2 Lab Activity related to L- 7
3 Lab Activity related to L- 8
4 Crossword related to ldquoMS Wordrdquo
January L-8 Learning MS Word 81 Starting MS Word 2010 82 Parts of MS Word Window 83 Typing Text 84 Creating a New Document 85 Saving a File 86 Printing a Document 87 Closing a Document 88 Opening an Existing Document
February Revision of L-5 to 8 for SA- II Sample PaperndashII(PgNo98) Olympiad Practice Sheet (Pg No 104)
March Revision of all the Chapters for SA II SA -2 L-5 to 8 Complete with MCQ TrueFalse Fill in the blanks Match the Columns Crosswords Identify and label the pictures and Question Answers + Lab Activities related to L 5 to 8 done in the Computer lab
Assessment Rubrics(Source CBSE CCE Manual)
REPORTING STUDENTSrsquo ACHIEVEMENT While reporting studentsrsquo achievement in different areas indirect grading in absolute scale having five points may be used The grades will stand for the following distribution of marks A+ Outstanding 90 - 100 A Excellent 75 - 89 B Very Good 56 - 74 C Good 35 - 55 D Scope for improvement Below 35 The grade of the child can be computed in the achievement card based on the percentage of presence of behaviour indicator in the above category of percentiles Besides certain remarks can be made in scholastic and co-scholastic areas as well as the achievement level of the child These remarks will help the parents and the child to provide the learning skills in that area by devoting more learning efforts Thus continuous and comprehensive evaluation is a useful proposition for improvement of studentsrsquo achievement through continuous diagnosis remediation encouragement and appreciation It requires coordinated and concerted efforts on the part of Principals teachers and parents for the multifaceted personality development of the child The enclosed rating scales are expected to help the teachers in proper placement of students in terms of the different grades
LANGUAGES Aspects Sub-
Skills A+ A B C D
01
Re
ad
ing
Sk
ills
(L
ou
d R
ea
din
g)
Pro
nu
nci
ati
on
Can read short storiesarticleswords on ones own and uses his phonetic skills to pronounce new words
Can read short storiesarticle on ones own most of the time Uses his phonetic skills to pronounce new words most of the time
Can often read short stories with varying speed and guidance most of the time
Can read short stories with varying speed and guidance from the teachers most of the time
Needs help and prompting by the teacher all the time
Flu
en
cy
Can read simplecomplex passages fluently with proper speed expression and pronunciation
Can read simplecomplex passages fluently with speed but needs occasional prompting
Can read simple passages but takes time to read each word lacks fluency speed and expression
Can read simple passages with guidance or prompting most of the time
Fumbles a to while reading even simple sentences Needs help all the time
Co
mp
reh
en
sio
n Can read and
understand text and answer questions correctly
Can read and understand text and answer most of the questions correctly
Can read and understand text and answer some of the questions correctly
Can read and understand text with the help of teacher
Cannot comprehend the text at all
Aspects Sub-Skills
A+ A B C D 0
2 W
riti
ng
Sk
ills
Cre
ati
ve
Wri
tin
g
Can write short stories and paragraphs with accuracy and originality in sentence construction and use of vocabulary Ideas are arranged logically
Can write short stories and paragraphs on a given topic with a fair degree of accuracy Displays originality sometimes Ideas are generally logically arranged
Writes stories and paragraphs but makes quite a few errors
Can write short connected descriptive sentences on ones own with some grammatical errors
Cannot write even short sentences of ones own makes a lot of mistakes
Ha
nd
wri
tin
g
Is neat and legible All letters and strokes are consistent and joined correctly Transcription is error free
Is neat and legible Occasional inconsistency seen in formation of letters and strokes Transcription is error free
Is legible but sometimes inconsistent with his strokes and letters Transcription has occasional errors
Handwriting is not very neat Transcription has many errors
Is neither legible nor consistent
Gra
mm
ar Can write sentences
accurately Can write sentences accurately most of the time
Can write sentences with quite a few errors
Can write sentences with a lot of mistakes
Cannot write with accuracy Needs help very often
Sp
ell
ing
s Can spell all words correctly Tries to spell new words
Can correctly spell all the words most of the time Falters occasionally
Can correctly spell words but sometimes makes mistakes
Makes a lot of spellings mistakes
Cannot spell words properly Has to be helped
Vo
cab
ula
ry Has a rich
vocabulary Often uses new words and phrases in written and spoken forms
Has a good range of vocabulary and phrases Uses new words only most of the time
Has a fair range of vocabulary Uses new words sometimes
Vocabulary is limited to only those words which have been taught in class
Has a poor stock of vocabulary
03
Sp
ea
kin
g
Sk
ills
Co
nv
ers
ati
on
Is fluent and spontaneous Responds to situations appropriately and accurately Can narrate incidentsanecdotes and can participate in a discussion on a given topic with ease
Is fluent and spontaneous most of the time Responds to the situations appropriately but fumbles for words occasionally Can narrate incidentsanecdote and can participate in discussions with efforts
Lacks spontaneity fluency and accuracy sometimes Response time rather long Needs prompting most of the time
Lacks spontaneity fluency and accuracy
Needs help most of the time
Re
cita
tio
n
Can recite a poem or a story with proper speed Dictation expression and tone
Can recite a poem or a story with proper speed or expression but makes occasional mistakes in pronunciation or forgets at times
Can recite a poem or story with occasional prompting Expression is not very strong and effective
Cannot recite an entire poem or story without prompting Pronunciation expression is not appropriate
Recitation is poor Lacks expression
04
Lis
ten
ing
Sk
ills
Co
mp
reh
en
sio
n
Can comprehend oral questions instructions stories poems
Comprehends oral question instructions stories and poems most of the time
Has some difficulty in comprehending Instructions stories or poems Needs guidance quite often
Understands simple conversation in familiar situations Needs simplification or translation most of the time
Cannot understand instructions Needs help all the time
Ex
tra
Re
ad
ing
Can read short storiespoems for pleasure on ones own with complete comprehension Can form opinions and evaluate characters and incidents
Reads storiespoems for pleasure Sometimes needs help in understanding the story Can form opinions and evaluate characters and incidents
Needs a lot of help with understanding of stories and poems Can evaluate a character or a situation only sometimes
Shows lack of interest in reading stories or poems Needs a lot of prompting
Not interested to read at all any extra material of ones own
Act
ivit
ies
P
roje
ct
Participates enthusiastically in activities Projects
Enthusiastically participates in activitiesProjects most of the time
Needs persuasion by the teacher for active participation
Seldom participates in activities projects assigned
Does not participate at all
MATHEMATICS
A+ A B C D
Co
nce
pt
Understands the concepts with logical thinking and good reasoning skill
Understands the concepts thoroughly
Understands the concepts and is able to apply most of them correctly Needs occasional help
Takes more time in understanding new concepts and requires frequent help
Needs help most of the time in understanding the concepts and logically applying them Activity Very confident
Act
ivit
y
Very confident original and creative in-group activities Has tremendous team spirit
Takes keen interest in doing various activities and applying the concepts to real life situations
Quite creative but needs to be more innovative and original
Takes interest but needs to be more systematic and organized
Lacks initiative and is disinterested in-group activity
Ta
ble
s
Has understood the concept of grouping the numbers and knows the tables by heart Can also do dodge tables
Knows the tables but falters a little in dodge tables
Knows the tables but Makes mistakes in tables of higher number Falters in dodge tables
Has not understood the concept of tables Makes a lot of mistakes in dodge tables
Has not learnt the tables Cannot do dodge tables at all
Me
nta
l a
bil
ity
Takes immense delight in working with mathematical problems mentally
Has a good number sense Quick in solving problems mentally
Solves mental sums with ease but at times makes careless mistakes
Can perform mental calculations but falters occasionally
Slow in solving sums mentally
Wri
tte
n
wo
rk
Work is neat and methodical Presentation is a source of inspiration for others
Neat and systematic work
Neat and regular work but sometimes not up to the mark
Often the work is untidy and the figures are shabbily drawn
Untidy work Late in submitting the assignments
ENVIRONMENTAL SCIENCE
En
vir
on
me
nta
l S
en
siti
vit
y
Has the ability to reason does independent thinking has value appreciation for truth and aesthetic sensitivityobservation
Can do some independent thinking and is quite observant with reflexes of occasional appreciation
Can attempt to answer simple questions based on reasoning and observation
Has difficulty in reasoning and observing Can attempt to answer simple questions
Needs prompting to answer simple questions
Act
ivit
y
Pro
ject
Very innovative Collects information is able to present the work neatly does reference work
Work is informative and neat most of the time
Work is informative and more or less neat tends to take support and help
Presentation needs improvement less informative
Work is untidy and files not well kept and work is least informative
Gro
up
D
iscu
ssio
n
Listens to others point of view and is able to add to them Makes interesting observations has a good organization of thoughts
Listens to others View point and hesitates to answer
Listens passively and offers no views hesitates to answer needs occasional help to give views
Has some difficulty in comprehending instructions has to be prodded to give answers
Has difficulty in paying attention and following instructions needs simplification most of the time
SCIENCE C
on
cep
t Excellent ability to understand grasp recall define and reason Understands and differentiates textual material with great case Is able to apply relevant knowledge and tabulate facts well Reads and comprehends text diagram and web chart quickly
Good ability to understand grasp recall define and reasons Understands the textual material with ease Is able to apply relevant knowledge Reads and comprehends text diagram and web chart
Can understand and recall the textual material Is able to apply relevant knowledge and tabulate facts can read and comprehend diagrams and web charts
Can understand grasp recall define and reason Understands the textual material and with help from the teacher Is able to tabulate facts well Reads and comprehends text diagram and web chart with difficulty
Needs continuous guidance in understanding Finds difficulty in reading and comprehending text
Act
ivit
y
Pro
ject
Voluntarily participates in all the activities and enjoys experiments Highly appreciable creative and original in presentation Is explorative innovative and infers a result after experimenting does extensive reference work
Participates in most of the activities and Performs experiments with interest Excellent creative project presentation Is explorative and innovative in experimenting does reference work
Participates in some of the activities and performs some experiments Good project presentation with little creativity Is explorative in experimenting sometimes does reference work
Participates in very few activities and rarely performs any experiments Satisfactory project presentation not very creative Rarely read any reference books
Needs a lot of encouragement to participate in activities or perform experiments Project presentation is not creative and systematic Not interested in extra reading
Sci
en
tifi
c S
kil
ls
Has a very keen observation inquisitive approach likes to experiment in a systematic way and draws accurate diagrams and records information correctly carefully and systematically Is able to analyze draw inference and apply information
Has a keen observation is inquisitive does systematic work and draw neat diagrams records information correctly carefully and systematically Is able to analyze draw inference and apply information
Sometimes inquires about concepts usually does experimentation in a systematic way and draws diagrams correctly Records information Is able to draw inference and apply information with some difficulty
Rarely inquisitive Does experimentation when told not very systematic work and untidy diagrams Is not able to draw inference and apply information
Not interested in experimentation recording or drawing inference Not very tidy and organized in his work Generally disinterested
Gro
up
Dis
cuss
ion
Actively participates and usually leads all group discussions Very often makes interesting observations and adds to the points given Can analyze points critically and generate new ideas
Actively participates Good relations with other members Often makes interesting observations can analyze some points critically
Participates sometimes Satisfactory relations with other members Sometimes makes interesting observations Can analyze few points
Hesitant to participate in-group discussions Poor relations with other members Rarely makes observations Unable to analyze points
A passive participant Never makes observations unable to analyze points
COMPUTER EDUCATION
Sk
ills
Very confident in using graphic skills word processing skills and operating skills
Skilled in operating and word processing skills
Shows excellent eye hand coordination in operating skills
Uses computer to enhance his knowledge on various topics taught in class Uses computer as a tool
Needs help from the buddy to complete his assignments
Ap
titu
de
Excellent in selecting and using different colours creating pictures and identifying different features of multimedia in work presentations
Shows special aptitude in using tools to create shapes and lines
Works with confidence and handles mouse with competence
Is able to combine text and graphics with help from teacher
Takes time to locate keys on the keyboard
GAMES
En
thu
sia
sm Plays with full
intrinsic Motivation
Plays with full intrinsic motivation most of the time
Plays with zeal but of his choice games
Plays but only when commanded
Always gives excuses
Dis
cip
lin
e
Obeys all class discipline voluntarily and plays by following all rules of the game
Obeys all class discipline voluntarily most of the time and plays by following all rules of the games
Obeys class discipline on command and follows rules only suited to his advantage
Obeys due to fear of punishment Follows rules on command with displeasure
Lacks discipline
Te
am
sp
irit
Has team spirit and plays for winning
Has team spirit and plays for winning most of the time
Puts his effort individually
Shows team harmony on and off
Not a team player
Tal
ent
Str
en
gth
a
nd
sta
min
a
spee
d)
Outstanding development of skills and displays high performance
Excellent development of skills and displays high performance most of the time
Very good skill development but performs occasionally
Average skill development
Slow skill development`
MUSIC
Inte
rest
Always very keen to learn and follow given instructions
Very keen to learn and follow instructions most of the time
Needs little drive to learn and start
Sometime shows interest
Does not show much interest
Rh
yth
m Child has a good
sense of rhythm and keeps pace with the beat
Child has a good sense of rhythm and sometimes falters in keeping pace with the beat
Sometimes loses pace with the beat
Sometimes goes off the beat and cannot make it up
Does not have the sense of rhythm
Me
lod
y Child has a good
sense of tune Child has a good sense of tune and goes off key Occasionally
Child goes off key sometimes can come back in tune
Child has the sense of time but goes off key in higher octave
Child does not have much sense of music
PERSONALITY DEVELOPMENT
Co
urt
eo
usn
ess
Very careful about wishing saying sorry thank you and excuse me Always stands up to give respect Always speaks politely and uses good vocabulary never interrupts in between
Wishes others most of the time says sorry thank you and excuse me stands up to give respect speaks politely never interrupts in between
Many times wish others (says sorry thank you and excuse me) Some times interrupts in between speaks politely may times
Sometimes avoids to wish (says sorry thank you and excuse me) Some times speaks politely interrupts in between
Avoids wishing (say sorry thank you and excuse me) Aggressive and impolite
Co
nfi
de
nce
Always very confident in carrying out various activities
Very confident in carrying out various activities most of the time
Confident in carrying out most of the activities
Quite confident but needs to come up with hisher ideas
Needs to develop confidence
Ca
re o
f B
elo
ng
ing
s Always respects the belongings and takes care
Takes care of self as well as others property most of the time
Most of the times takes care of belongings
Takes care but does not bother about others
Careless about self as well as others property
Ne
atn
ess
Always wears proper and neat uniform Very careful about personal hygiene
Wears proper and neat uniform Sometime nailshairteeth not clean
Wears proper and neat uniform most of the time
Most of the times in improper uniform often not careful about hygiene
Often untidily dressed
Re
gu
lari
ty a
nd
p
un
ctu
ali
ty
Very particular about being regular and punctual to school classroom Always regular in doing and submitting assignments and projects
Often particular about being regular and punctual to schoolclassroom often regular in doing and submitting assignments and projects
Sometimes particular about being regular and punctual Sometimes late in submitting assignments
Sometimes irregular and not punctual to schoolclassroom Sometimes late in submitting assignments and projects
Irregular and sometimes late to schoolclassroom Rarely submits assignments and projects in time
Init
iati
ve
Always tries to do things independently Always ready to participate in oral discussionsextra curricular activities
Most of the times tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Often tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Sometimes tries to do things independently Sometimes ready to participate in oral discussionsextra curricular activities
Never does things independently a voids participating in oral discussionsextra curricular activities
Sp
irit
of
serv
ice
Always volunteers to participate in all activities for a social cause Always ready to help others
Volunteers to participate in activities for a social cause most of the time Often ready to help others
Often volunteers to participate in activities for a social cause Often helps others
Sometimes volunteers to participate in activities for a social cause Sometimes helps others
Rarely participates in activities for a social cause Never bothers to help others
Re
spe
ct o
the
rs
pro
pe
rty
Always follows rules and regulations Takes good care of property and consciously makes efforts to keep the environment clean
Most of the time follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Often follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Sometimes follows rules and regulations Does bother about others property Sometimes litters hisher surroundings
Does not follow rules and regulations Is not sensitive about others property Often litters hisher surroundings
Se
lf c
on
tro
l
Well disciplined in the classroom corridors staircase Never misbehaves or fights in the playgroundbreak Emotionally a balanced child
Disciplined in the classroomcorridorsstair case most of the time Never misbehaves or fights in the playgroundbreak
Disciplined in the classroomcorridors staircase most of the time Occasionally misbehaves or fights in the playground break
Disciplined in the classroom but not in corridors staircase Often misbehaves or fightsbullies in the play groundbreak
Indiscipline in the classroomcorridorsstaircase Mostly misbehaves fights bullies in the playgroundbreak
ART amp CRAFT
Inte
rest
Shows great enjoyment and aptitude for drawing and painting - recognizes the value of art
Shows great enjoyment and aptitude for drawing and painting ndash recognizes the value of art most of the time
Enjoys drawing and painting Shows imagination some time
Prefers to be guided than using his own imagination
Prefers to reproduce what is seen Needs repeated instruction
Cre
ati
vit
y
Has original drawing and innovativeness in the work Shows more feeling and expressions in hisher work
Has original drawing and innovativeness in the work shows more feeling and expressions in hisher work most of the time
Good at reproducing Shows feelings and emotions
Can communicate the ideas in terms of effect and appeal
Lacks creativity and looks for ideas and instructions from the teachers
Sk
ill
Excellent development of skills and high performance
Excellent development of skills and high performance most of the time
Skills development is good but performs occasionally
Very slow skill development
No skills
Learning Indicators (Source NCERT CCE Manual)
ENGLISH
At the end of class III learners will be able to do the following (Learning outcomes) Talk about themselves members of the family and the people in their surroundings Follow simple instructions requests and questions and use formulaic expressions
appropriately Enjoy doing tasks (including singing a rhyme or identifying a person object or thing)
in English Recognize whole words or chunks of language Recognize small and capital forms of
English alphabet both in context and in isolation Read simple wordsshort sentences with the help of pictures and understand them
Write simple wordsphrasesshort sentences Listening Curricular Expectations Understand simple English language spoken in their immediate environment Enthusiasm to listen to English with understanding Appreciate non-verbal clues and respond through speaking body language
Pedagogic Processes Clear lip movement for children with hearing impairment to lip read
Familiarizing children with day to day spoken English (small sentences and phrases) in class assembly playground etc with peersgroups
Creating learning situations for using greetings and polite forms of expression Using formulaic expressions such as lsquoSit in a circlersquo and helping children become familiar with these expressions and use them
Familiarizing children with the sound system of English through chunks of language such as ldquoan applerdquo and connecting it with visualsrealia
Giving oral instructions for gamesactivities in simple English Introducing content and devising tasks that encourage children to draw on diverse
experiences and make connections with what is worthwhile and important to them Encouraging children to watch English cartoons (Listening and speaking are
developing in conjunction) and speak about it Providing input via audio-videoreading out from material and generating interest
through pair and group workrole-play Facilitating pairgroup work where children share their experiences
Providing learning situations such as role play to listen and communicate messages Using picture clips photos singing storytelling effective questions music etc
Narrating variety of stories from the textbook and beyond helping children to talk about the main idea Using a number of facial expressions dramatizing and picturising stories
Asking questions based on the texts using mother tongue and scaffolding wherever necessary using role play
Reading aloud action songspoems encouraging children to sing collectively (Listening and speaking are connected) using gestures
Giving dictation of a few simple sentences to enable children to listen and write (Listening is linked with speakingwriting)
Playing music (non-verbal) and encouraging children to express themselves through speech action dance drama photographs film clips puppets comics displays and singing
Drawing attention to onomatopoeic sounds such as a tap-tap buzz grrr etc
Learning Indicators (Progression) Listening Responds to English words and sentences used in classschool in home
languageEnglish eg mode of transportation post office other sources etc and reads the poem aloud and
enact etc Responds to simple greetings and polite forms of expression in Englishhome
languagefacial expressionbody language eg Please work with your friend etc Let us tidy the place (simple 6-8 sentences)
Follows rules of gamesactivities eg Today we will play lsquorelay racersquo Do you know how is it played Irsquoll tell you the rules and wersquoll play
Engages with English cartoons childrenrsquos filmsvisuals eg Describe what you saw in the film and other related questions etc
Shows interest in listening to experiences of her peers and others in English and home language eg All the students had gone for a picnic and are now sharing their experiences
Attends to oral messagestelephonic communications and communicates them in English home language eg Receives messages and conveys Listens to new words and pointsindicates objects and persons eg Listening a story and understanding the meaning of words in context
Understands the story and tells the main action in it (Listening amp Speaking in conjunction) in home languageEnglishsign language
Shows enthusiasm to listen to English poems songs jokes eg Birds sing phone rings Responds to questions asked on textual material narrated stories in English home language eg Do you enjoy train rides
Takes dictation of chunks of words eg describing the classroom Draws with interest after listening to the input eg Follows steps and does the task and
also listens and writes wordssentence with understanding such as let us make an envelope
Enjoys rhyme and rhythm of poems and sings aloud eg I found a shell a curly one Lying on the sand Appreciates music and expresses in actionspeech Listens and co-relates various onomatopoeic sounds talks about them eg Tak tak is anybody there
Speaking Curricular Expectations Able to speak English along with home languageAble to ask questions Able to recite poems say dialogues phrases from stories plays etc Pedagogic Processes Encouraging lip reading to understand words even without sound Creating learning situations to introduce themselves to a new studentanother
teacher a visitorprincipal Familiarizing children with new vocabulary as per their context and making them
speak Using pictures objects realia models and wall displays at eye level large prints and signs Providing input encouraging for participation in class morning assembly programmes Providing situations picturesimagesartifacts to help children speak about them in pairgroups Creating learning situations via-drama storytelling group work role-playmock-
telephonic conversationsconversations between and among family members connecting it with the characters from lessons
Creating learning situations to speak about hobbies games food etc Giving a prompt to help children speak ldquoYou know I read a story which goes like thisrdquo
ldquoOnce my brother played a prank on me rdquo Based on the reading of the text children are encouraged to speak eg comprehension
connecting to previous knowledge
Varying the input as per the special needs of the child with hearing impairment Connecting learning to the real world and encouraging them to ask questions such as
Why canrsquot we play now Encouraging children to imagine and speak about characters and situations using
prompts or pictures to help children create stories Encouraging children to raise queries amp ask questions through various modalities like
visual auditory and kinesthetic Providing poems (from textbooks and other sources chosen by the teacher children
from childrenrsquos magazines childrenrsquos section in newspapers) All the bells are ringing there 10 Providing storiesplays (from textbooks and
beyond the textbook) Learning Indicators (Progression) Speaking Uses simple sentences to introduce herself in English home languagesign language
eg I am Jagat I study in class III I like ice cream and orange juice Speaks as per context eg Given a context from the text or real world gives appropriate
words Participates in different events such as role play poetry recitation drama organized
in school from time to time Speaks about situationspicturesimages in English and home language
Engages in conversation in English and home language with friends teachers and family using simple sentences and Responses eg The kite is flying The aero plane also flies
Narrates her personal experiences anecdotes stories she has read or heard in Englishhome languagesign language eg My pup is very sweet
Makes requests uses greetings and polite forms of expression Expresses her likes and dislikes eg I like to jump and skip Responds especially to the textual questions being asked in both English class and in
other subject classes in Englishhome language Narrates stories (imaginarydreamsactual situations etc) Asks questions about
things around her Asks questions based on the textbeyond the text out of curiositywhile engaging in conversation
Recites rhymes poems songs in groups and individually and through acting out Says phrasesdialogues from storiesplays Retells main idea of the storyplay
Reading They recognize some words in English and make some attempts to read unknown words using initial sounds They mostly rely on illustrations and teacher support to establish meaning in a text and may not understand everything that they read While they continue to use early decoding skills they are not yet able to predict from language context alone because of their yet developing English proficiency Gradually they can follow and read short simple texts along with the teacher and in class as shared reading activities
Curricular Expectations Understand the main idea locate details in the text (seen and unseen) Able to ask questions Understands the form and functions of grammar in context
Pedagogic Processes Providing visualspointing to illustrations in texts to encourage children to read
Familiarizes children with both small and capital letters of the alphabet Facilitating comprehension through various textsmovementactions Facilitating children to locate details sequence of ideas and eventsidentifying main
idea through various types of comprehension questions Facilitating children to relate ideas of the text with personal experience through
questions and interaction Introducing stories to facilitate comprehension Listening to poems showing
understanding through tone volume and action Introducing different kinds of texts such as descriptions stories folktales and poems
Providing beyond the text materials such as advertisements notices etc Facilitating reading of childrenrsquos magazines and childrenrsquos section of newspapers and
enriching the reading habits through exposure to school library reading corner Introducing titles of books movies etc Encouraging children to raise questions based
on their reading Drawing attention towards use of grammar in context and explaining it such as nouns
adjectives etc eg red rose Drawing attention to the use of punctuation through a variety of texts such as use of
capital and small case comma full stop Learning Indicators (Progression) Reading Reads small texts with comprehension Identifies locates main idea details and the
sequence of ideas and events and draws conclusions based on reading Relates ideas with her personal experiences eg After reading a story on travel is able
to connect with her experience of travelling in a bus train etc Reads and relates texts of home language Recognises themes such as triumph of good over evil Engages with different kinds of texts descriptions stories folktales and poems eg
She narrates the story that also deals with similar issues and connects with her life Connects with real life including home languagesign language
Engages in reading beyond the text materials and enjoys reading Infers the meaning of unfamiliar words by reading them in context
Reads titles of books movies captions Asks questions based on the reading or out of curiosity
Uses simple grammar in sentences eg Jamala is a good student Uses appropriate punctuation eg Jatin is my friend
Writing They develop the ability to use some basic conventions of writing in English They write texts using sentence structures based on oral structures and very simple repetitive texts By the end of class III they are beginning to write their own very short simple texts They write with less need for teacher transcription Their attempts at spelling depend on sounds Children begin with one word to phrases to sentences across class levels
Curricular Expectations Able to write short simple texts Pedagogic Processes Facilitating children to form letters and spacing properly Familiarising children with words from the text and immediate surroundings Drawing attention to the use of capital letters and punctuation marks such as full stop
comma question mark etc Giving dictation of sentencesshort paragraphs (listening and writing are developed in conjunction)
Providing texts (seen amp unseen) and encouraging writing answers to comprehension questions Providing verbalvisual clues to develop words sentence paragraphs Encouraging children to write on self family pets and home etc (Giving extra time
for children writing in Braille) Providing examples of writing through a variety of examples Providing examples of wordsphrases (linkers) to indicate sequence such as lsquoandrsquo butrsquo etc Providing examples of written texts to familiarize with grammar in context Familiarizing children with rhyming words creating rhythm through a poem Providing a variety of contexts such as going for a picnic a fair etc and helping them
develop new vocabulary Learning Indicators (Progression) Writing Draws enthusiastically according to the context and writes a little name etc Uses proper spacing between letters words and sentences Writes familiar words phrases simple sentences in Braille or print Uses capital letters and punctuation marks eg Finally I dressed up and went to school Takes dictation of chunks of words eg items needed for class library Writes answers for textual questions after comprehension (Writing is linked to
reading) Writes wordssentence paragraphs with the help of verbalvisual clues eg Pictures of
flowers fruits animals etc and writes Writes descriptions narratives 5-6 simple sentences on personal experiences Describing any event place object eg Look at the fish tank and write three sentences what you see
Uses appropriate punctuation forms in a variety of written texts Writes rhyming words eg Day-bay mouse house etc Makes lists for various purposes eg Prepare a list for class picnic mat water bottle tiffin towel bag etc Contributes for the school magazine (drawing with caption etc)
Concern for Immediate Environment Curricular Expectations
Develop concern for immediate environment (both physical and social) through observation which leads to development of language skills in an integrated manner Pedagogic Processes
Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and providing related vocabulary
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
Month
Course Book (My
Vibrant Planet)
Key Concept AV
Experience
Assess-
ment FA Tasks
October Ch-10 Plants Ch-11 Animals and Birds
Plants Parts and types of plants germination plants as sources of food different ways of cooking animals and birds shelter parts of body types of feathers and beak
Video on Germination Skeleton
FA ndash 3 (Oct ndash Nov)
1 Pen Paper Test Including MCQ Based On Properties and Uses of Air Types of Plants and Animals and Birds Classification
2 Diagram of beaks claws and germination of seed
3 Role Play on lsquoOur Bodyrsquo
4 HW and CW
November Ch-12 Our Body Ch-13 Air Around Us
Our Body Five senses external and internal organs of body skeleton And muscles atmosphere pollution
Video on External and Internal Body Organs with Function and Air Pollution
December Ch- 14 Means of transport and communication
Types of Transport and Communication
Video on Types of Transport and Communication
January Ch-15 Festivals of India Ch- 16 Dresses of India
National Harvest and Religious Festivals Seasons
Video on Types of Festivals
FA ndash 4 (Jan - Feb)
1 Pen paper Test Including MCQ on Dresses and Festivals 2 Radio Show on lsquoCelebrityrsquo 3 Project on Means of transport and communication 4 HW and CW
February Ch-17
celebrity
Life History of
Saina Nehwal
Video on
Celebrity
March Quick
Revision
SA - 2 Ch - 10 to 16
Syllabus Distribution of of GK (Class III)
Month Topics PgNo Activities April Animal Mates
Resources of Life Neighbourhood Services Amazing Machines Leaders of Change Spot the Difference Rainwater Harvesting Generating Electricity Rebus Voyage Through Oceans
6 7 17 18 25 26 34 35 46 47
1 Name some more male and female species of some other animals which are not given in book 2 Find some other neighbourhood services with the services they provide
May Our Animal Friend Kitchen Secrets Modes of Transport Shapes And Pattern Bird Watching
8 9 19 27 36-37
1 Mark the oceans and continents on map of the world
2 Name some animals (other than book) and the products we get from them
July Components of Food Marvels of the World Story Of Paper A Trip to Planetarium Substances Matters Amazing Plants
10 20 28 38 48 56-57
1 Make a list of new seven wonders with pictures
2 Collect information on any one of the aquatic plants
August Places of Interest Festivals of the World Odd One Out Water Cycle Sharpen Your Mind
11 21 29 39 49
1 Make a list of some places (other than book) of your interest with reason
2 Collect information on any one of the festival which is not mentioned in book
3 Pen paper test Pg no 6171920343539475657
September Exploring the Earth Amazing Facts
58 59
October Wetland
On the Floor
12-13
22
1 Make a list along with the pictures of various other dance forms of other countries
November Cycle of Seasons
World of Athletics Enjoy Your Meal Locating Objects Man on Moon
14-15 23 30 40 50-51
1 Draw the route map from your home to a school
2 Make a list of sports which are the parts of Olympics
January The Little Fir Tree Healthy Lifestyle Camouflage Service Before Self Sounds of Things Important Dates
32 33 42-43 44 54 61
1 Find out the names of some animals who conceal themselves by blending with their surroundings
2 Try to solve grid puzzle from the
newspaper February Maths At a Glance
Letrsquos Dress Up States and Capitals
58 59
1 Pen paper test pgno
3031415558596061 6263
March First In the World Famous Characters and Their Creations
63 64
Syllabus Distribution of Moral Education (Class III)
Month Live and Let Live
April and May Ch-1 Mind and Body
July Ch- 2 Keep Surroundings Clean
August Ch-3 Do Hard Work
September Ch-4 Courage Within Me
October Ch- 5 Letrsquos Love India
November Ch- 6 It is lsquoWersquo Not lsquoMersquo
December Ch-7 Stop Pollution
Januray Ch- 8 Being Non ndashViolent
February Ch-9 You Are Great
Syllabus Distribution of Computer (Class III)
Month Course Book Assess
ment FA Tasks
April L-1 Introduction to a Computer 11 Computer ndash A Smart Machine 12 Working of a Computer 13 Features of a Computer 14 Limitations of a Computer 15 Types of Computer 16 Computers in other Machines
FA ndash 1 (April- May)
1 Class work done in book and notebook
2 Activity of Identifying pictures
May L-2 Parts of a Computer 21 Hardware 22 Software 23 Differences between Hardware
and Software
3 Quiz Competition on the topic lsquo Hardware and Softwarersquo
4 Type the names and features of any ten keys in Word pad
July L-3 MS Windows The Operating System
31 Microsoft Windows 32 Working with Windows 7 33 Understanding Files and Folders 34 Application Window 35 Some Components of Application
Window 36 Windows XP Versus Windows 7
FA ndash 2 (July- Aug)
1 Class work done in book and notebook
2 Lab Activity related to L- 3
3 Drawing Flag of
India in Paint 4 Identifying and
naming the tools August L-4 More on MS Paint
41 Curve Shape 42 Polygon Shape 43 Menu Bar
September Revision of L- 1to 4 for SA ndash 1 Sample Paper-1(Pg No-56)
SA -1 (Sept-
ember)
L-1 to 4 Complete with MCQ TrueFalse Fill in the Blanks Match the Column Crosswords Identify and label the pictures and Question Answer + Lab Activities related to L 1 to 4done in the lab
Month Course Book Assessment
FA Tasks
October L-5 Editing in MS Paint 51 Selecting the Drawing 52 Using Clipboard 53 Image Group 54 Changing the Size of an Image
FA - 3 (Oct-Nov)
1 Class work done in book and notebook
2 Make a greeting card for your teacher using all the tools of MS Paint
November L-6 LOGO A Computer Language 61 LOGO 62 Starting MSW Logo 63 Components of a LOGO 64 LOGO Primitives 65 Repeat Command 66 Exiting LOGO
3 Lab Activity related to L-6
4 Make a list of shortcut of commands on a thick sheet
December L-7 LOGO Arithmetic 71 Revision of LOGO Primitives 72 Print Primitive 73 Calculations in LOGO 74 Print with Logical Operators
FA- 4 (Jan-Feb)
1 Make a poster on LOGO Primitives
2 Lab Activity related to L- 7
3 Lab Activity related to L- 8
4 Crossword related to ldquoMS Wordrdquo
January L-8 Learning MS Word 81 Starting MS Word 2010 82 Parts of MS Word Window 83 Typing Text 84 Creating a New Document 85 Saving a File 86 Printing a Document 87 Closing a Document 88 Opening an Existing Document
February Revision of L-5 to 8 for SA- II Sample PaperndashII(PgNo98) Olympiad Practice Sheet (Pg No 104)
March Revision of all the Chapters for SA II SA -2 L-5 to 8 Complete with MCQ TrueFalse Fill in the blanks Match the Columns Crosswords Identify and label the pictures and Question Answers + Lab Activities related to L 5 to 8 done in the Computer lab
Assessment Rubrics(Source CBSE CCE Manual)
REPORTING STUDENTSrsquo ACHIEVEMENT While reporting studentsrsquo achievement in different areas indirect grading in absolute scale having five points may be used The grades will stand for the following distribution of marks A+ Outstanding 90 - 100 A Excellent 75 - 89 B Very Good 56 - 74 C Good 35 - 55 D Scope for improvement Below 35 The grade of the child can be computed in the achievement card based on the percentage of presence of behaviour indicator in the above category of percentiles Besides certain remarks can be made in scholastic and co-scholastic areas as well as the achievement level of the child These remarks will help the parents and the child to provide the learning skills in that area by devoting more learning efforts Thus continuous and comprehensive evaluation is a useful proposition for improvement of studentsrsquo achievement through continuous diagnosis remediation encouragement and appreciation It requires coordinated and concerted efforts on the part of Principals teachers and parents for the multifaceted personality development of the child The enclosed rating scales are expected to help the teachers in proper placement of students in terms of the different grades
LANGUAGES Aspects Sub-
Skills A+ A B C D
01
Re
ad
ing
Sk
ills
(L
ou
d R
ea
din
g)
Pro
nu
nci
ati
on
Can read short storiesarticleswords on ones own and uses his phonetic skills to pronounce new words
Can read short storiesarticle on ones own most of the time Uses his phonetic skills to pronounce new words most of the time
Can often read short stories with varying speed and guidance most of the time
Can read short stories with varying speed and guidance from the teachers most of the time
Needs help and prompting by the teacher all the time
Flu
en
cy
Can read simplecomplex passages fluently with proper speed expression and pronunciation
Can read simplecomplex passages fluently with speed but needs occasional prompting
Can read simple passages but takes time to read each word lacks fluency speed and expression
Can read simple passages with guidance or prompting most of the time
Fumbles a to while reading even simple sentences Needs help all the time
Co
mp
reh
en
sio
n Can read and
understand text and answer questions correctly
Can read and understand text and answer most of the questions correctly
Can read and understand text and answer some of the questions correctly
Can read and understand text with the help of teacher
Cannot comprehend the text at all
Aspects Sub-Skills
A+ A B C D 0
2 W
riti
ng
Sk
ills
Cre
ati
ve
Wri
tin
g
Can write short stories and paragraphs with accuracy and originality in sentence construction and use of vocabulary Ideas are arranged logically
Can write short stories and paragraphs on a given topic with a fair degree of accuracy Displays originality sometimes Ideas are generally logically arranged
Writes stories and paragraphs but makes quite a few errors
Can write short connected descriptive sentences on ones own with some grammatical errors
Cannot write even short sentences of ones own makes a lot of mistakes
Ha
nd
wri
tin
g
Is neat and legible All letters and strokes are consistent and joined correctly Transcription is error free
Is neat and legible Occasional inconsistency seen in formation of letters and strokes Transcription is error free
Is legible but sometimes inconsistent with his strokes and letters Transcription has occasional errors
Handwriting is not very neat Transcription has many errors
Is neither legible nor consistent
Gra
mm
ar Can write sentences
accurately Can write sentences accurately most of the time
Can write sentences with quite a few errors
Can write sentences with a lot of mistakes
Cannot write with accuracy Needs help very often
Sp
ell
ing
s Can spell all words correctly Tries to spell new words
Can correctly spell all the words most of the time Falters occasionally
Can correctly spell words but sometimes makes mistakes
Makes a lot of spellings mistakes
Cannot spell words properly Has to be helped
Vo
cab
ula
ry Has a rich
vocabulary Often uses new words and phrases in written and spoken forms
Has a good range of vocabulary and phrases Uses new words only most of the time
Has a fair range of vocabulary Uses new words sometimes
Vocabulary is limited to only those words which have been taught in class
Has a poor stock of vocabulary
03
Sp
ea
kin
g
Sk
ills
Co
nv
ers
ati
on
Is fluent and spontaneous Responds to situations appropriately and accurately Can narrate incidentsanecdotes and can participate in a discussion on a given topic with ease
Is fluent and spontaneous most of the time Responds to the situations appropriately but fumbles for words occasionally Can narrate incidentsanecdote and can participate in discussions with efforts
Lacks spontaneity fluency and accuracy sometimes Response time rather long Needs prompting most of the time
Lacks spontaneity fluency and accuracy
Needs help most of the time
Re
cita
tio
n
Can recite a poem or a story with proper speed Dictation expression and tone
Can recite a poem or a story with proper speed or expression but makes occasional mistakes in pronunciation or forgets at times
Can recite a poem or story with occasional prompting Expression is not very strong and effective
Cannot recite an entire poem or story without prompting Pronunciation expression is not appropriate
Recitation is poor Lacks expression
04
Lis
ten
ing
Sk
ills
Co
mp
reh
en
sio
n
Can comprehend oral questions instructions stories poems
Comprehends oral question instructions stories and poems most of the time
Has some difficulty in comprehending Instructions stories or poems Needs guidance quite often
Understands simple conversation in familiar situations Needs simplification or translation most of the time
Cannot understand instructions Needs help all the time
Ex
tra
Re
ad
ing
Can read short storiespoems for pleasure on ones own with complete comprehension Can form opinions and evaluate characters and incidents
Reads storiespoems for pleasure Sometimes needs help in understanding the story Can form opinions and evaluate characters and incidents
Needs a lot of help with understanding of stories and poems Can evaluate a character or a situation only sometimes
Shows lack of interest in reading stories or poems Needs a lot of prompting
Not interested to read at all any extra material of ones own
Act
ivit
ies
P
roje
ct
Participates enthusiastically in activities Projects
Enthusiastically participates in activitiesProjects most of the time
Needs persuasion by the teacher for active participation
Seldom participates in activities projects assigned
Does not participate at all
MATHEMATICS
A+ A B C D
Co
nce
pt
Understands the concepts with logical thinking and good reasoning skill
Understands the concepts thoroughly
Understands the concepts and is able to apply most of them correctly Needs occasional help
Takes more time in understanding new concepts and requires frequent help
Needs help most of the time in understanding the concepts and logically applying them Activity Very confident
Act
ivit
y
Very confident original and creative in-group activities Has tremendous team spirit
Takes keen interest in doing various activities and applying the concepts to real life situations
Quite creative but needs to be more innovative and original
Takes interest but needs to be more systematic and organized
Lacks initiative and is disinterested in-group activity
Ta
ble
s
Has understood the concept of grouping the numbers and knows the tables by heart Can also do dodge tables
Knows the tables but falters a little in dodge tables
Knows the tables but Makes mistakes in tables of higher number Falters in dodge tables
Has not understood the concept of tables Makes a lot of mistakes in dodge tables
Has not learnt the tables Cannot do dodge tables at all
Me
nta
l a
bil
ity
Takes immense delight in working with mathematical problems mentally
Has a good number sense Quick in solving problems mentally
Solves mental sums with ease but at times makes careless mistakes
Can perform mental calculations but falters occasionally
Slow in solving sums mentally
Wri
tte
n
wo
rk
Work is neat and methodical Presentation is a source of inspiration for others
Neat and systematic work
Neat and regular work but sometimes not up to the mark
Often the work is untidy and the figures are shabbily drawn
Untidy work Late in submitting the assignments
ENVIRONMENTAL SCIENCE
En
vir
on
me
nta
l S
en
siti
vit
y
Has the ability to reason does independent thinking has value appreciation for truth and aesthetic sensitivityobservation
Can do some independent thinking and is quite observant with reflexes of occasional appreciation
Can attempt to answer simple questions based on reasoning and observation
Has difficulty in reasoning and observing Can attempt to answer simple questions
Needs prompting to answer simple questions
Act
ivit
y
Pro
ject
Very innovative Collects information is able to present the work neatly does reference work
Work is informative and neat most of the time
Work is informative and more or less neat tends to take support and help
Presentation needs improvement less informative
Work is untidy and files not well kept and work is least informative
Gro
up
D
iscu
ssio
n
Listens to others point of view and is able to add to them Makes interesting observations has a good organization of thoughts
Listens to others View point and hesitates to answer
Listens passively and offers no views hesitates to answer needs occasional help to give views
Has some difficulty in comprehending instructions has to be prodded to give answers
Has difficulty in paying attention and following instructions needs simplification most of the time
SCIENCE C
on
cep
t Excellent ability to understand grasp recall define and reason Understands and differentiates textual material with great case Is able to apply relevant knowledge and tabulate facts well Reads and comprehends text diagram and web chart quickly
Good ability to understand grasp recall define and reasons Understands the textual material with ease Is able to apply relevant knowledge Reads and comprehends text diagram and web chart
Can understand and recall the textual material Is able to apply relevant knowledge and tabulate facts can read and comprehend diagrams and web charts
Can understand grasp recall define and reason Understands the textual material and with help from the teacher Is able to tabulate facts well Reads and comprehends text diagram and web chart with difficulty
Needs continuous guidance in understanding Finds difficulty in reading and comprehending text
Act
ivit
y
Pro
ject
Voluntarily participates in all the activities and enjoys experiments Highly appreciable creative and original in presentation Is explorative innovative and infers a result after experimenting does extensive reference work
Participates in most of the activities and Performs experiments with interest Excellent creative project presentation Is explorative and innovative in experimenting does reference work
Participates in some of the activities and performs some experiments Good project presentation with little creativity Is explorative in experimenting sometimes does reference work
Participates in very few activities and rarely performs any experiments Satisfactory project presentation not very creative Rarely read any reference books
Needs a lot of encouragement to participate in activities or perform experiments Project presentation is not creative and systematic Not interested in extra reading
Sci
en
tifi
c S
kil
ls
Has a very keen observation inquisitive approach likes to experiment in a systematic way and draws accurate diagrams and records information correctly carefully and systematically Is able to analyze draw inference and apply information
Has a keen observation is inquisitive does systematic work and draw neat diagrams records information correctly carefully and systematically Is able to analyze draw inference and apply information
Sometimes inquires about concepts usually does experimentation in a systematic way and draws diagrams correctly Records information Is able to draw inference and apply information with some difficulty
Rarely inquisitive Does experimentation when told not very systematic work and untidy diagrams Is not able to draw inference and apply information
Not interested in experimentation recording or drawing inference Not very tidy and organized in his work Generally disinterested
Gro
up
Dis
cuss
ion
Actively participates and usually leads all group discussions Very often makes interesting observations and adds to the points given Can analyze points critically and generate new ideas
Actively participates Good relations with other members Often makes interesting observations can analyze some points critically
Participates sometimes Satisfactory relations with other members Sometimes makes interesting observations Can analyze few points
Hesitant to participate in-group discussions Poor relations with other members Rarely makes observations Unable to analyze points
A passive participant Never makes observations unable to analyze points
COMPUTER EDUCATION
Sk
ills
Very confident in using graphic skills word processing skills and operating skills
Skilled in operating and word processing skills
Shows excellent eye hand coordination in operating skills
Uses computer to enhance his knowledge on various topics taught in class Uses computer as a tool
Needs help from the buddy to complete his assignments
Ap
titu
de
Excellent in selecting and using different colours creating pictures and identifying different features of multimedia in work presentations
Shows special aptitude in using tools to create shapes and lines
Works with confidence and handles mouse with competence
Is able to combine text and graphics with help from teacher
Takes time to locate keys on the keyboard
GAMES
En
thu
sia
sm Plays with full
intrinsic Motivation
Plays with full intrinsic motivation most of the time
Plays with zeal but of his choice games
Plays but only when commanded
Always gives excuses
Dis
cip
lin
e
Obeys all class discipline voluntarily and plays by following all rules of the game
Obeys all class discipline voluntarily most of the time and plays by following all rules of the games
Obeys class discipline on command and follows rules only suited to his advantage
Obeys due to fear of punishment Follows rules on command with displeasure
Lacks discipline
Te
am
sp
irit
Has team spirit and plays for winning
Has team spirit and plays for winning most of the time
Puts his effort individually
Shows team harmony on and off
Not a team player
Tal
ent
Str
en
gth
a
nd
sta
min
a
spee
d)
Outstanding development of skills and displays high performance
Excellent development of skills and displays high performance most of the time
Very good skill development but performs occasionally
Average skill development
Slow skill development`
MUSIC
Inte
rest
Always very keen to learn and follow given instructions
Very keen to learn and follow instructions most of the time
Needs little drive to learn and start
Sometime shows interest
Does not show much interest
Rh
yth
m Child has a good
sense of rhythm and keeps pace with the beat
Child has a good sense of rhythm and sometimes falters in keeping pace with the beat
Sometimes loses pace with the beat
Sometimes goes off the beat and cannot make it up
Does not have the sense of rhythm
Me
lod
y Child has a good
sense of tune Child has a good sense of tune and goes off key Occasionally
Child goes off key sometimes can come back in tune
Child has the sense of time but goes off key in higher octave
Child does not have much sense of music
PERSONALITY DEVELOPMENT
Co
urt
eo
usn
ess
Very careful about wishing saying sorry thank you and excuse me Always stands up to give respect Always speaks politely and uses good vocabulary never interrupts in between
Wishes others most of the time says sorry thank you and excuse me stands up to give respect speaks politely never interrupts in between
Many times wish others (says sorry thank you and excuse me) Some times interrupts in between speaks politely may times
Sometimes avoids to wish (says sorry thank you and excuse me) Some times speaks politely interrupts in between
Avoids wishing (say sorry thank you and excuse me) Aggressive and impolite
Co
nfi
de
nce
Always very confident in carrying out various activities
Very confident in carrying out various activities most of the time
Confident in carrying out most of the activities
Quite confident but needs to come up with hisher ideas
Needs to develop confidence
Ca
re o
f B
elo
ng
ing
s Always respects the belongings and takes care
Takes care of self as well as others property most of the time
Most of the times takes care of belongings
Takes care but does not bother about others
Careless about self as well as others property
Ne
atn
ess
Always wears proper and neat uniform Very careful about personal hygiene
Wears proper and neat uniform Sometime nailshairteeth not clean
Wears proper and neat uniform most of the time
Most of the times in improper uniform often not careful about hygiene
Often untidily dressed
Re
gu
lari
ty a
nd
p
un
ctu
ali
ty
Very particular about being regular and punctual to school classroom Always regular in doing and submitting assignments and projects
Often particular about being regular and punctual to schoolclassroom often regular in doing and submitting assignments and projects
Sometimes particular about being regular and punctual Sometimes late in submitting assignments
Sometimes irregular and not punctual to schoolclassroom Sometimes late in submitting assignments and projects
Irregular and sometimes late to schoolclassroom Rarely submits assignments and projects in time
Init
iati
ve
Always tries to do things independently Always ready to participate in oral discussionsextra curricular activities
Most of the times tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Often tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Sometimes tries to do things independently Sometimes ready to participate in oral discussionsextra curricular activities
Never does things independently a voids participating in oral discussionsextra curricular activities
Sp
irit
of
serv
ice
Always volunteers to participate in all activities for a social cause Always ready to help others
Volunteers to participate in activities for a social cause most of the time Often ready to help others
Often volunteers to participate in activities for a social cause Often helps others
Sometimes volunteers to participate in activities for a social cause Sometimes helps others
Rarely participates in activities for a social cause Never bothers to help others
Re
spe
ct o
the
rs
pro
pe
rty
Always follows rules and regulations Takes good care of property and consciously makes efforts to keep the environment clean
Most of the time follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Often follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Sometimes follows rules and regulations Does bother about others property Sometimes litters hisher surroundings
Does not follow rules and regulations Is not sensitive about others property Often litters hisher surroundings
Se
lf c
on
tro
l
Well disciplined in the classroom corridors staircase Never misbehaves or fights in the playgroundbreak Emotionally a balanced child
Disciplined in the classroomcorridorsstair case most of the time Never misbehaves or fights in the playgroundbreak
Disciplined in the classroomcorridors staircase most of the time Occasionally misbehaves or fights in the playground break
Disciplined in the classroom but not in corridors staircase Often misbehaves or fightsbullies in the play groundbreak
Indiscipline in the classroomcorridorsstaircase Mostly misbehaves fights bullies in the playgroundbreak
ART amp CRAFT
Inte
rest
Shows great enjoyment and aptitude for drawing and painting - recognizes the value of art
Shows great enjoyment and aptitude for drawing and painting ndash recognizes the value of art most of the time
Enjoys drawing and painting Shows imagination some time
Prefers to be guided than using his own imagination
Prefers to reproduce what is seen Needs repeated instruction
Cre
ati
vit
y
Has original drawing and innovativeness in the work Shows more feeling and expressions in hisher work
Has original drawing and innovativeness in the work shows more feeling and expressions in hisher work most of the time
Good at reproducing Shows feelings and emotions
Can communicate the ideas in terms of effect and appeal
Lacks creativity and looks for ideas and instructions from the teachers
Sk
ill
Excellent development of skills and high performance
Excellent development of skills and high performance most of the time
Skills development is good but performs occasionally
Very slow skill development
No skills
Learning Indicators (Source NCERT CCE Manual)
ENGLISH
At the end of class III learners will be able to do the following (Learning outcomes) Talk about themselves members of the family and the people in their surroundings Follow simple instructions requests and questions and use formulaic expressions
appropriately Enjoy doing tasks (including singing a rhyme or identifying a person object or thing)
in English Recognize whole words or chunks of language Recognize small and capital forms of
English alphabet both in context and in isolation Read simple wordsshort sentences with the help of pictures and understand them
Write simple wordsphrasesshort sentences Listening Curricular Expectations Understand simple English language spoken in their immediate environment Enthusiasm to listen to English with understanding Appreciate non-verbal clues and respond through speaking body language
Pedagogic Processes Clear lip movement for children with hearing impairment to lip read
Familiarizing children with day to day spoken English (small sentences and phrases) in class assembly playground etc with peersgroups
Creating learning situations for using greetings and polite forms of expression Using formulaic expressions such as lsquoSit in a circlersquo and helping children become familiar with these expressions and use them
Familiarizing children with the sound system of English through chunks of language such as ldquoan applerdquo and connecting it with visualsrealia
Giving oral instructions for gamesactivities in simple English Introducing content and devising tasks that encourage children to draw on diverse
experiences and make connections with what is worthwhile and important to them Encouraging children to watch English cartoons (Listening and speaking are
developing in conjunction) and speak about it Providing input via audio-videoreading out from material and generating interest
through pair and group workrole-play Facilitating pairgroup work where children share their experiences
Providing learning situations such as role play to listen and communicate messages Using picture clips photos singing storytelling effective questions music etc
Narrating variety of stories from the textbook and beyond helping children to talk about the main idea Using a number of facial expressions dramatizing and picturising stories
Asking questions based on the texts using mother tongue and scaffolding wherever necessary using role play
Reading aloud action songspoems encouraging children to sing collectively (Listening and speaking are connected) using gestures
Giving dictation of a few simple sentences to enable children to listen and write (Listening is linked with speakingwriting)
Playing music (non-verbal) and encouraging children to express themselves through speech action dance drama photographs film clips puppets comics displays and singing
Drawing attention to onomatopoeic sounds such as a tap-tap buzz grrr etc
Learning Indicators (Progression) Listening Responds to English words and sentences used in classschool in home
languageEnglish eg mode of transportation post office other sources etc and reads the poem aloud and
enact etc Responds to simple greetings and polite forms of expression in Englishhome
languagefacial expressionbody language eg Please work with your friend etc Let us tidy the place (simple 6-8 sentences)
Follows rules of gamesactivities eg Today we will play lsquorelay racersquo Do you know how is it played Irsquoll tell you the rules and wersquoll play
Engages with English cartoons childrenrsquos filmsvisuals eg Describe what you saw in the film and other related questions etc
Shows interest in listening to experiences of her peers and others in English and home language eg All the students had gone for a picnic and are now sharing their experiences
Attends to oral messagestelephonic communications and communicates them in English home language eg Receives messages and conveys Listens to new words and pointsindicates objects and persons eg Listening a story and understanding the meaning of words in context
Understands the story and tells the main action in it (Listening amp Speaking in conjunction) in home languageEnglishsign language
Shows enthusiasm to listen to English poems songs jokes eg Birds sing phone rings Responds to questions asked on textual material narrated stories in English home language eg Do you enjoy train rides
Takes dictation of chunks of words eg describing the classroom Draws with interest after listening to the input eg Follows steps and does the task and
also listens and writes wordssentence with understanding such as let us make an envelope
Enjoys rhyme and rhythm of poems and sings aloud eg I found a shell a curly one Lying on the sand Appreciates music and expresses in actionspeech Listens and co-relates various onomatopoeic sounds talks about them eg Tak tak is anybody there
Speaking Curricular Expectations Able to speak English along with home languageAble to ask questions Able to recite poems say dialogues phrases from stories plays etc Pedagogic Processes Encouraging lip reading to understand words even without sound Creating learning situations to introduce themselves to a new studentanother
teacher a visitorprincipal Familiarizing children with new vocabulary as per their context and making them
speak Using pictures objects realia models and wall displays at eye level large prints and signs Providing input encouraging for participation in class morning assembly programmes Providing situations picturesimagesartifacts to help children speak about them in pairgroups Creating learning situations via-drama storytelling group work role-playmock-
telephonic conversationsconversations between and among family members connecting it with the characters from lessons
Creating learning situations to speak about hobbies games food etc Giving a prompt to help children speak ldquoYou know I read a story which goes like thisrdquo
ldquoOnce my brother played a prank on me rdquo Based on the reading of the text children are encouraged to speak eg comprehension
connecting to previous knowledge
Varying the input as per the special needs of the child with hearing impairment Connecting learning to the real world and encouraging them to ask questions such as
Why canrsquot we play now Encouraging children to imagine and speak about characters and situations using
prompts or pictures to help children create stories Encouraging children to raise queries amp ask questions through various modalities like
visual auditory and kinesthetic Providing poems (from textbooks and other sources chosen by the teacher children
from childrenrsquos magazines childrenrsquos section in newspapers) All the bells are ringing there 10 Providing storiesplays (from textbooks and
beyond the textbook) Learning Indicators (Progression) Speaking Uses simple sentences to introduce herself in English home languagesign language
eg I am Jagat I study in class III I like ice cream and orange juice Speaks as per context eg Given a context from the text or real world gives appropriate
words Participates in different events such as role play poetry recitation drama organized
in school from time to time Speaks about situationspicturesimages in English and home language
Engages in conversation in English and home language with friends teachers and family using simple sentences and Responses eg The kite is flying The aero plane also flies
Narrates her personal experiences anecdotes stories she has read or heard in Englishhome languagesign language eg My pup is very sweet
Makes requests uses greetings and polite forms of expression Expresses her likes and dislikes eg I like to jump and skip Responds especially to the textual questions being asked in both English class and in
other subject classes in Englishhome language Narrates stories (imaginarydreamsactual situations etc) Asks questions about
things around her Asks questions based on the textbeyond the text out of curiositywhile engaging in conversation
Recites rhymes poems songs in groups and individually and through acting out Says phrasesdialogues from storiesplays Retells main idea of the storyplay
Reading They recognize some words in English and make some attempts to read unknown words using initial sounds They mostly rely on illustrations and teacher support to establish meaning in a text and may not understand everything that they read While they continue to use early decoding skills they are not yet able to predict from language context alone because of their yet developing English proficiency Gradually they can follow and read short simple texts along with the teacher and in class as shared reading activities
Curricular Expectations Understand the main idea locate details in the text (seen and unseen) Able to ask questions Understands the form and functions of grammar in context
Pedagogic Processes Providing visualspointing to illustrations in texts to encourage children to read
Familiarizes children with both small and capital letters of the alphabet Facilitating comprehension through various textsmovementactions Facilitating children to locate details sequence of ideas and eventsidentifying main
idea through various types of comprehension questions Facilitating children to relate ideas of the text with personal experience through
questions and interaction Introducing stories to facilitate comprehension Listening to poems showing
understanding through tone volume and action Introducing different kinds of texts such as descriptions stories folktales and poems
Providing beyond the text materials such as advertisements notices etc Facilitating reading of childrenrsquos magazines and childrenrsquos section of newspapers and
enriching the reading habits through exposure to school library reading corner Introducing titles of books movies etc Encouraging children to raise questions based
on their reading Drawing attention towards use of grammar in context and explaining it such as nouns
adjectives etc eg red rose Drawing attention to the use of punctuation through a variety of texts such as use of
capital and small case comma full stop Learning Indicators (Progression) Reading Reads small texts with comprehension Identifies locates main idea details and the
sequence of ideas and events and draws conclusions based on reading Relates ideas with her personal experiences eg After reading a story on travel is able
to connect with her experience of travelling in a bus train etc Reads and relates texts of home language Recognises themes such as triumph of good over evil Engages with different kinds of texts descriptions stories folktales and poems eg
She narrates the story that also deals with similar issues and connects with her life Connects with real life including home languagesign language
Engages in reading beyond the text materials and enjoys reading Infers the meaning of unfamiliar words by reading them in context
Reads titles of books movies captions Asks questions based on the reading or out of curiosity
Uses simple grammar in sentences eg Jamala is a good student Uses appropriate punctuation eg Jatin is my friend
Writing They develop the ability to use some basic conventions of writing in English They write texts using sentence structures based on oral structures and very simple repetitive texts By the end of class III they are beginning to write their own very short simple texts They write with less need for teacher transcription Their attempts at spelling depend on sounds Children begin with one word to phrases to sentences across class levels
Curricular Expectations Able to write short simple texts Pedagogic Processes Facilitating children to form letters and spacing properly Familiarising children with words from the text and immediate surroundings Drawing attention to the use of capital letters and punctuation marks such as full stop
comma question mark etc Giving dictation of sentencesshort paragraphs (listening and writing are developed in conjunction)
Providing texts (seen amp unseen) and encouraging writing answers to comprehension questions Providing verbalvisual clues to develop words sentence paragraphs Encouraging children to write on self family pets and home etc (Giving extra time
for children writing in Braille) Providing examples of writing through a variety of examples Providing examples of wordsphrases (linkers) to indicate sequence such as lsquoandrsquo butrsquo etc Providing examples of written texts to familiarize with grammar in context Familiarizing children with rhyming words creating rhythm through a poem Providing a variety of contexts such as going for a picnic a fair etc and helping them
develop new vocabulary Learning Indicators (Progression) Writing Draws enthusiastically according to the context and writes a little name etc Uses proper spacing between letters words and sentences Writes familiar words phrases simple sentences in Braille or print Uses capital letters and punctuation marks eg Finally I dressed up and went to school Takes dictation of chunks of words eg items needed for class library Writes answers for textual questions after comprehension (Writing is linked to
reading) Writes wordssentence paragraphs with the help of verbalvisual clues eg Pictures of
flowers fruits animals etc and writes Writes descriptions narratives 5-6 simple sentences on personal experiences Describing any event place object eg Look at the fish tank and write three sentences what you see
Uses appropriate punctuation forms in a variety of written texts Writes rhyming words eg Day-bay mouse house etc Makes lists for various purposes eg Prepare a list for class picnic mat water bottle tiffin towel bag etc Contributes for the school magazine (drawing with caption etc)
Concern for Immediate Environment Curricular Expectations
Develop concern for immediate environment (both physical and social) through observation which leads to development of language skills in an integrated manner Pedagogic Processes
Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and providing related vocabulary
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
Syllabus Distribution of of GK (Class III)
Month Topics PgNo Activities April Animal Mates
Resources of Life Neighbourhood Services Amazing Machines Leaders of Change Spot the Difference Rainwater Harvesting Generating Electricity Rebus Voyage Through Oceans
6 7 17 18 25 26 34 35 46 47
1 Name some more male and female species of some other animals which are not given in book 2 Find some other neighbourhood services with the services they provide
May Our Animal Friend Kitchen Secrets Modes of Transport Shapes And Pattern Bird Watching
8 9 19 27 36-37
1 Mark the oceans and continents on map of the world
2 Name some animals (other than book) and the products we get from them
July Components of Food Marvels of the World Story Of Paper A Trip to Planetarium Substances Matters Amazing Plants
10 20 28 38 48 56-57
1 Make a list of new seven wonders with pictures
2 Collect information on any one of the aquatic plants
August Places of Interest Festivals of the World Odd One Out Water Cycle Sharpen Your Mind
11 21 29 39 49
1 Make a list of some places (other than book) of your interest with reason
2 Collect information on any one of the festival which is not mentioned in book
3 Pen paper test Pg no 6171920343539475657
September Exploring the Earth Amazing Facts
58 59
October Wetland
On the Floor
12-13
22
1 Make a list along with the pictures of various other dance forms of other countries
November Cycle of Seasons
World of Athletics Enjoy Your Meal Locating Objects Man on Moon
14-15 23 30 40 50-51
1 Draw the route map from your home to a school
2 Make a list of sports which are the parts of Olympics
January The Little Fir Tree Healthy Lifestyle Camouflage Service Before Self Sounds of Things Important Dates
32 33 42-43 44 54 61
1 Find out the names of some animals who conceal themselves by blending with their surroundings
2 Try to solve grid puzzle from the
newspaper February Maths At a Glance
Letrsquos Dress Up States and Capitals
58 59
1 Pen paper test pgno
3031415558596061 6263
March First In the World Famous Characters and Their Creations
63 64
Syllabus Distribution of Moral Education (Class III)
Month Live and Let Live
April and May Ch-1 Mind and Body
July Ch- 2 Keep Surroundings Clean
August Ch-3 Do Hard Work
September Ch-4 Courage Within Me
October Ch- 5 Letrsquos Love India
November Ch- 6 It is lsquoWersquo Not lsquoMersquo
December Ch-7 Stop Pollution
Januray Ch- 8 Being Non ndashViolent
February Ch-9 You Are Great
Syllabus Distribution of Computer (Class III)
Month Course Book Assess
ment FA Tasks
April L-1 Introduction to a Computer 11 Computer ndash A Smart Machine 12 Working of a Computer 13 Features of a Computer 14 Limitations of a Computer 15 Types of Computer 16 Computers in other Machines
FA ndash 1 (April- May)
1 Class work done in book and notebook
2 Activity of Identifying pictures
May L-2 Parts of a Computer 21 Hardware 22 Software 23 Differences between Hardware
and Software
3 Quiz Competition on the topic lsquo Hardware and Softwarersquo
4 Type the names and features of any ten keys in Word pad
July L-3 MS Windows The Operating System
31 Microsoft Windows 32 Working with Windows 7 33 Understanding Files and Folders 34 Application Window 35 Some Components of Application
Window 36 Windows XP Versus Windows 7
FA ndash 2 (July- Aug)
1 Class work done in book and notebook
2 Lab Activity related to L- 3
3 Drawing Flag of
India in Paint 4 Identifying and
naming the tools August L-4 More on MS Paint
41 Curve Shape 42 Polygon Shape 43 Menu Bar
September Revision of L- 1to 4 for SA ndash 1 Sample Paper-1(Pg No-56)
SA -1 (Sept-
ember)
L-1 to 4 Complete with MCQ TrueFalse Fill in the Blanks Match the Column Crosswords Identify and label the pictures and Question Answer + Lab Activities related to L 1 to 4done in the lab
Month Course Book Assessment
FA Tasks
October L-5 Editing in MS Paint 51 Selecting the Drawing 52 Using Clipboard 53 Image Group 54 Changing the Size of an Image
FA - 3 (Oct-Nov)
1 Class work done in book and notebook
2 Make a greeting card for your teacher using all the tools of MS Paint
November L-6 LOGO A Computer Language 61 LOGO 62 Starting MSW Logo 63 Components of a LOGO 64 LOGO Primitives 65 Repeat Command 66 Exiting LOGO
3 Lab Activity related to L-6
4 Make a list of shortcut of commands on a thick sheet
December L-7 LOGO Arithmetic 71 Revision of LOGO Primitives 72 Print Primitive 73 Calculations in LOGO 74 Print with Logical Operators
FA- 4 (Jan-Feb)
1 Make a poster on LOGO Primitives
2 Lab Activity related to L- 7
3 Lab Activity related to L- 8
4 Crossword related to ldquoMS Wordrdquo
January L-8 Learning MS Word 81 Starting MS Word 2010 82 Parts of MS Word Window 83 Typing Text 84 Creating a New Document 85 Saving a File 86 Printing a Document 87 Closing a Document 88 Opening an Existing Document
February Revision of L-5 to 8 for SA- II Sample PaperndashII(PgNo98) Olympiad Practice Sheet (Pg No 104)
March Revision of all the Chapters for SA II SA -2 L-5 to 8 Complete with MCQ TrueFalse Fill in the blanks Match the Columns Crosswords Identify and label the pictures and Question Answers + Lab Activities related to L 5 to 8 done in the Computer lab
Assessment Rubrics(Source CBSE CCE Manual)
REPORTING STUDENTSrsquo ACHIEVEMENT While reporting studentsrsquo achievement in different areas indirect grading in absolute scale having five points may be used The grades will stand for the following distribution of marks A+ Outstanding 90 - 100 A Excellent 75 - 89 B Very Good 56 - 74 C Good 35 - 55 D Scope for improvement Below 35 The grade of the child can be computed in the achievement card based on the percentage of presence of behaviour indicator in the above category of percentiles Besides certain remarks can be made in scholastic and co-scholastic areas as well as the achievement level of the child These remarks will help the parents and the child to provide the learning skills in that area by devoting more learning efforts Thus continuous and comprehensive evaluation is a useful proposition for improvement of studentsrsquo achievement through continuous diagnosis remediation encouragement and appreciation It requires coordinated and concerted efforts on the part of Principals teachers and parents for the multifaceted personality development of the child The enclosed rating scales are expected to help the teachers in proper placement of students in terms of the different grades
LANGUAGES Aspects Sub-
Skills A+ A B C D
01
Re
ad
ing
Sk
ills
(L
ou
d R
ea
din
g)
Pro
nu
nci
ati
on
Can read short storiesarticleswords on ones own and uses his phonetic skills to pronounce new words
Can read short storiesarticle on ones own most of the time Uses his phonetic skills to pronounce new words most of the time
Can often read short stories with varying speed and guidance most of the time
Can read short stories with varying speed and guidance from the teachers most of the time
Needs help and prompting by the teacher all the time
Flu
en
cy
Can read simplecomplex passages fluently with proper speed expression and pronunciation
Can read simplecomplex passages fluently with speed but needs occasional prompting
Can read simple passages but takes time to read each word lacks fluency speed and expression
Can read simple passages with guidance or prompting most of the time
Fumbles a to while reading even simple sentences Needs help all the time
Co
mp
reh
en
sio
n Can read and
understand text and answer questions correctly
Can read and understand text and answer most of the questions correctly
Can read and understand text and answer some of the questions correctly
Can read and understand text with the help of teacher
Cannot comprehend the text at all
Aspects Sub-Skills
A+ A B C D 0
2 W
riti
ng
Sk
ills
Cre
ati
ve
Wri
tin
g
Can write short stories and paragraphs with accuracy and originality in sentence construction and use of vocabulary Ideas are arranged logically
Can write short stories and paragraphs on a given topic with a fair degree of accuracy Displays originality sometimes Ideas are generally logically arranged
Writes stories and paragraphs but makes quite a few errors
Can write short connected descriptive sentences on ones own with some grammatical errors
Cannot write even short sentences of ones own makes a lot of mistakes
Ha
nd
wri
tin
g
Is neat and legible All letters and strokes are consistent and joined correctly Transcription is error free
Is neat and legible Occasional inconsistency seen in formation of letters and strokes Transcription is error free
Is legible but sometimes inconsistent with his strokes and letters Transcription has occasional errors
Handwriting is not very neat Transcription has many errors
Is neither legible nor consistent
Gra
mm
ar Can write sentences
accurately Can write sentences accurately most of the time
Can write sentences with quite a few errors
Can write sentences with a lot of mistakes
Cannot write with accuracy Needs help very often
Sp
ell
ing
s Can spell all words correctly Tries to spell new words
Can correctly spell all the words most of the time Falters occasionally
Can correctly spell words but sometimes makes mistakes
Makes a lot of spellings mistakes
Cannot spell words properly Has to be helped
Vo
cab
ula
ry Has a rich
vocabulary Often uses new words and phrases in written and spoken forms
Has a good range of vocabulary and phrases Uses new words only most of the time
Has a fair range of vocabulary Uses new words sometimes
Vocabulary is limited to only those words which have been taught in class
Has a poor stock of vocabulary
03
Sp
ea
kin
g
Sk
ills
Co
nv
ers
ati
on
Is fluent and spontaneous Responds to situations appropriately and accurately Can narrate incidentsanecdotes and can participate in a discussion on a given topic with ease
Is fluent and spontaneous most of the time Responds to the situations appropriately but fumbles for words occasionally Can narrate incidentsanecdote and can participate in discussions with efforts
Lacks spontaneity fluency and accuracy sometimes Response time rather long Needs prompting most of the time
Lacks spontaneity fluency and accuracy
Needs help most of the time
Re
cita
tio
n
Can recite a poem or a story with proper speed Dictation expression and tone
Can recite a poem or a story with proper speed or expression but makes occasional mistakes in pronunciation or forgets at times
Can recite a poem or story with occasional prompting Expression is not very strong and effective
Cannot recite an entire poem or story without prompting Pronunciation expression is not appropriate
Recitation is poor Lacks expression
04
Lis
ten
ing
Sk
ills
Co
mp
reh
en
sio
n
Can comprehend oral questions instructions stories poems
Comprehends oral question instructions stories and poems most of the time
Has some difficulty in comprehending Instructions stories or poems Needs guidance quite often
Understands simple conversation in familiar situations Needs simplification or translation most of the time
Cannot understand instructions Needs help all the time
Ex
tra
Re
ad
ing
Can read short storiespoems for pleasure on ones own with complete comprehension Can form opinions and evaluate characters and incidents
Reads storiespoems for pleasure Sometimes needs help in understanding the story Can form opinions and evaluate characters and incidents
Needs a lot of help with understanding of stories and poems Can evaluate a character or a situation only sometimes
Shows lack of interest in reading stories or poems Needs a lot of prompting
Not interested to read at all any extra material of ones own
Act
ivit
ies
P
roje
ct
Participates enthusiastically in activities Projects
Enthusiastically participates in activitiesProjects most of the time
Needs persuasion by the teacher for active participation
Seldom participates in activities projects assigned
Does not participate at all
MATHEMATICS
A+ A B C D
Co
nce
pt
Understands the concepts with logical thinking and good reasoning skill
Understands the concepts thoroughly
Understands the concepts and is able to apply most of them correctly Needs occasional help
Takes more time in understanding new concepts and requires frequent help
Needs help most of the time in understanding the concepts and logically applying them Activity Very confident
Act
ivit
y
Very confident original and creative in-group activities Has tremendous team spirit
Takes keen interest in doing various activities and applying the concepts to real life situations
Quite creative but needs to be more innovative and original
Takes interest but needs to be more systematic and organized
Lacks initiative and is disinterested in-group activity
Ta
ble
s
Has understood the concept of grouping the numbers and knows the tables by heart Can also do dodge tables
Knows the tables but falters a little in dodge tables
Knows the tables but Makes mistakes in tables of higher number Falters in dodge tables
Has not understood the concept of tables Makes a lot of mistakes in dodge tables
Has not learnt the tables Cannot do dodge tables at all
Me
nta
l a
bil
ity
Takes immense delight in working with mathematical problems mentally
Has a good number sense Quick in solving problems mentally
Solves mental sums with ease but at times makes careless mistakes
Can perform mental calculations but falters occasionally
Slow in solving sums mentally
Wri
tte
n
wo
rk
Work is neat and methodical Presentation is a source of inspiration for others
Neat and systematic work
Neat and regular work but sometimes not up to the mark
Often the work is untidy and the figures are shabbily drawn
Untidy work Late in submitting the assignments
ENVIRONMENTAL SCIENCE
En
vir
on
me
nta
l S
en
siti
vit
y
Has the ability to reason does independent thinking has value appreciation for truth and aesthetic sensitivityobservation
Can do some independent thinking and is quite observant with reflexes of occasional appreciation
Can attempt to answer simple questions based on reasoning and observation
Has difficulty in reasoning and observing Can attempt to answer simple questions
Needs prompting to answer simple questions
Act
ivit
y
Pro
ject
Very innovative Collects information is able to present the work neatly does reference work
Work is informative and neat most of the time
Work is informative and more or less neat tends to take support and help
Presentation needs improvement less informative
Work is untidy and files not well kept and work is least informative
Gro
up
D
iscu
ssio
n
Listens to others point of view and is able to add to them Makes interesting observations has a good organization of thoughts
Listens to others View point and hesitates to answer
Listens passively and offers no views hesitates to answer needs occasional help to give views
Has some difficulty in comprehending instructions has to be prodded to give answers
Has difficulty in paying attention and following instructions needs simplification most of the time
SCIENCE C
on
cep
t Excellent ability to understand grasp recall define and reason Understands and differentiates textual material with great case Is able to apply relevant knowledge and tabulate facts well Reads and comprehends text diagram and web chart quickly
Good ability to understand grasp recall define and reasons Understands the textual material with ease Is able to apply relevant knowledge Reads and comprehends text diagram and web chart
Can understand and recall the textual material Is able to apply relevant knowledge and tabulate facts can read and comprehend diagrams and web charts
Can understand grasp recall define and reason Understands the textual material and with help from the teacher Is able to tabulate facts well Reads and comprehends text diagram and web chart with difficulty
Needs continuous guidance in understanding Finds difficulty in reading and comprehending text
Act
ivit
y
Pro
ject
Voluntarily participates in all the activities and enjoys experiments Highly appreciable creative and original in presentation Is explorative innovative and infers a result after experimenting does extensive reference work
Participates in most of the activities and Performs experiments with interest Excellent creative project presentation Is explorative and innovative in experimenting does reference work
Participates in some of the activities and performs some experiments Good project presentation with little creativity Is explorative in experimenting sometimes does reference work
Participates in very few activities and rarely performs any experiments Satisfactory project presentation not very creative Rarely read any reference books
Needs a lot of encouragement to participate in activities or perform experiments Project presentation is not creative and systematic Not interested in extra reading
Sci
en
tifi
c S
kil
ls
Has a very keen observation inquisitive approach likes to experiment in a systematic way and draws accurate diagrams and records information correctly carefully and systematically Is able to analyze draw inference and apply information
Has a keen observation is inquisitive does systematic work and draw neat diagrams records information correctly carefully and systematically Is able to analyze draw inference and apply information
Sometimes inquires about concepts usually does experimentation in a systematic way and draws diagrams correctly Records information Is able to draw inference and apply information with some difficulty
Rarely inquisitive Does experimentation when told not very systematic work and untidy diagrams Is not able to draw inference and apply information
Not interested in experimentation recording or drawing inference Not very tidy and organized in his work Generally disinterested
Gro
up
Dis
cuss
ion
Actively participates and usually leads all group discussions Very often makes interesting observations and adds to the points given Can analyze points critically and generate new ideas
Actively participates Good relations with other members Often makes interesting observations can analyze some points critically
Participates sometimes Satisfactory relations with other members Sometimes makes interesting observations Can analyze few points
Hesitant to participate in-group discussions Poor relations with other members Rarely makes observations Unable to analyze points
A passive participant Never makes observations unable to analyze points
COMPUTER EDUCATION
Sk
ills
Very confident in using graphic skills word processing skills and operating skills
Skilled in operating and word processing skills
Shows excellent eye hand coordination in operating skills
Uses computer to enhance his knowledge on various topics taught in class Uses computer as a tool
Needs help from the buddy to complete his assignments
Ap
titu
de
Excellent in selecting and using different colours creating pictures and identifying different features of multimedia in work presentations
Shows special aptitude in using tools to create shapes and lines
Works with confidence and handles mouse with competence
Is able to combine text and graphics with help from teacher
Takes time to locate keys on the keyboard
GAMES
En
thu
sia
sm Plays with full
intrinsic Motivation
Plays with full intrinsic motivation most of the time
Plays with zeal but of his choice games
Plays but only when commanded
Always gives excuses
Dis
cip
lin
e
Obeys all class discipline voluntarily and plays by following all rules of the game
Obeys all class discipline voluntarily most of the time and plays by following all rules of the games
Obeys class discipline on command and follows rules only suited to his advantage
Obeys due to fear of punishment Follows rules on command with displeasure
Lacks discipline
Te
am
sp
irit
Has team spirit and plays for winning
Has team spirit and plays for winning most of the time
Puts his effort individually
Shows team harmony on and off
Not a team player
Tal
ent
Str
en
gth
a
nd
sta
min
a
spee
d)
Outstanding development of skills and displays high performance
Excellent development of skills and displays high performance most of the time
Very good skill development but performs occasionally
Average skill development
Slow skill development`
MUSIC
Inte
rest
Always very keen to learn and follow given instructions
Very keen to learn and follow instructions most of the time
Needs little drive to learn and start
Sometime shows interest
Does not show much interest
Rh
yth
m Child has a good
sense of rhythm and keeps pace with the beat
Child has a good sense of rhythm and sometimes falters in keeping pace with the beat
Sometimes loses pace with the beat
Sometimes goes off the beat and cannot make it up
Does not have the sense of rhythm
Me
lod
y Child has a good
sense of tune Child has a good sense of tune and goes off key Occasionally
Child goes off key sometimes can come back in tune
Child has the sense of time but goes off key in higher octave
Child does not have much sense of music
PERSONALITY DEVELOPMENT
Co
urt
eo
usn
ess
Very careful about wishing saying sorry thank you and excuse me Always stands up to give respect Always speaks politely and uses good vocabulary never interrupts in between
Wishes others most of the time says sorry thank you and excuse me stands up to give respect speaks politely never interrupts in between
Many times wish others (says sorry thank you and excuse me) Some times interrupts in between speaks politely may times
Sometimes avoids to wish (says sorry thank you and excuse me) Some times speaks politely interrupts in between
Avoids wishing (say sorry thank you and excuse me) Aggressive and impolite
Co
nfi
de
nce
Always very confident in carrying out various activities
Very confident in carrying out various activities most of the time
Confident in carrying out most of the activities
Quite confident but needs to come up with hisher ideas
Needs to develop confidence
Ca
re o
f B
elo
ng
ing
s Always respects the belongings and takes care
Takes care of self as well as others property most of the time
Most of the times takes care of belongings
Takes care but does not bother about others
Careless about self as well as others property
Ne
atn
ess
Always wears proper and neat uniform Very careful about personal hygiene
Wears proper and neat uniform Sometime nailshairteeth not clean
Wears proper and neat uniform most of the time
Most of the times in improper uniform often not careful about hygiene
Often untidily dressed
Re
gu
lari
ty a
nd
p
un
ctu
ali
ty
Very particular about being regular and punctual to school classroom Always regular in doing and submitting assignments and projects
Often particular about being regular and punctual to schoolclassroom often regular in doing and submitting assignments and projects
Sometimes particular about being regular and punctual Sometimes late in submitting assignments
Sometimes irregular and not punctual to schoolclassroom Sometimes late in submitting assignments and projects
Irregular and sometimes late to schoolclassroom Rarely submits assignments and projects in time
Init
iati
ve
Always tries to do things independently Always ready to participate in oral discussionsextra curricular activities
Most of the times tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Often tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Sometimes tries to do things independently Sometimes ready to participate in oral discussionsextra curricular activities
Never does things independently a voids participating in oral discussionsextra curricular activities
Sp
irit
of
serv
ice
Always volunteers to participate in all activities for a social cause Always ready to help others
Volunteers to participate in activities for a social cause most of the time Often ready to help others
Often volunteers to participate in activities for a social cause Often helps others
Sometimes volunteers to participate in activities for a social cause Sometimes helps others
Rarely participates in activities for a social cause Never bothers to help others
Re
spe
ct o
the
rs
pro
pe
rty
Always follows rules and regulations Takes good care of property and consciously makes efforts to keep the environment clean
Most of the time follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Often follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Sometimes follows rules and regulations Does bother about others property Sometimes litters hisher surroundings
Does not follow rules and regulations Is not sensitive about others property Often litters hisher surroundings
Se
lf c
on
tro
l
Well disciplined in the classroom corridors staircase Never misbehaves or fights in the playgroundbreak Emotionally a balanced child
Disciplined in the classroomcorridorsstair case most of the time Never misbehaves or fights in the playgroundbreak
Disciplined in the classroomcorridors staircase most of the time Occasionally misbehaves or fights in the playground break
Disciplined in the classroom but not in corridors staircase Often misbehaves or fightsbullies in the play groundbreak
Indiscipline in the classroomcorridorsstaircase Mostly misbehaves fights bullies in the playgroundbreak
ART amp CRAFT
Inte
rest
Shows great enjoyment and aptitude for drawing and painting - recognizes the value of art
Shows great enjoyment and aptitude for drawing and painting ndash recognizes the value of art most of the time
Enjoys drawing and painting Shows imagination some time
Prefers to be guided than using his own imagination
Prefers to reproduce what is seen Needs repeated instruction
Cre
ati
vit
y
Has original drawing and innovativeness in the work Shows more feeling and expressions in hisher work
Has original drawing and innovativeness in the work shows more feeling and expressions in hisher work most of the time
Good at reproducing Shows feelings and emotions
Can communicate the ideas in terms of effect and appeal
Lacks creativity and looks for ideas and instructions from the teachers
Sk
ill
Excellent development of skills and high performance
Excellent development of skills and high performance most of the time
Skills development is good but performs occasionally
Very slow skill development
No skills
Learning Indicators (Source NCERT CCE Manual)
ENGLISH
At the end of class III learners will be able to do the following (Learning outcomes) Talk about themselves members of the family and the people in their surroundings Follow simple instructions requests and questions and use formulaic expressions
appropriately Enjoy doing tasks (including singing a rhyme or identifying a person object or thing)
in English Recognize whole words or chunks of language Recognize small and capital forms of
English alphabet both in context and in isolation Read simple wordsshort sentences with the help of pictures and understand them
Write simple wordsphrasesshort sentences Listening Curricular Expectations Understand simple English language spoken in their immediate environment Enthusiasm to listen to English with understanding Appreciate non-verbal clues and respond through speaking body language
Pedagogic Processes Clear lip movement for children with hearing impairment to lip read
Familiarizing children with day to day spoken English (small sentences and phrases) in class assembly playground etc with peersgroups
Creating learning situations for using greetings and polite forms of expression Using formulaic expressions such as lsquoSit in a circlersquo and helping children become familiar with these expressions and use them
Familiarizing children with the sound system of English through chunks of language such as ldquoan applerdquo and connecting it with visualsrealia
Giving oral instructions for gamesactivities in simple English Introducing content and devising tasks that encourage children to draw on diverse
experiences and make connections with what is worthwhile and important to them Encouraging children to watch English cartoons (Listening and speaking are
developing in conjunction) and speak about it Providing input via audio-videoreading out from material and generating interest
through pair and group workrole-play Facilitating pairgroup work where children share their experiences
Providing learning situations such as role play to listen and communicate messages Using picture clips photos singing storytelling effective questions music etc
Narrating variety of stories from the textbook and beyond helping children to talk about the main idea Using a number of facial expressions dramatizing and picturising stories
Asking questions based on the texts using mother tongue and scaffolding wherever necessary using role play
Reading aloud action songspoems encouraging children to sing collectively (Listening and speaking are connected) using gestures
Giving dictation of a few simple sentences to enable children to listen and write (Listening is linked with speakingwriting)
Playing music (non-verbal) and encouraging children to express themselves through speech action dance drama photographs film clips puppets comics displays and singing
Drawing attention to onomatopoeic sounds such as a tap-tap buzz grrr etc
Learning Indicators (Progression) Listening Responds to English words and sentences used in classschool in home
languageEnglish eg mode of transportation post office other sources etc and reads the poem aloud and
enact etc Responds to simple greetings and polite forms of expression in Englishhome
languagefacial expressionbody language eg Please work with your friend etc Let us tidy the place (simple 6-8 sentences)
Follows rules of gamesactivities eg Today we will play lsquorelay racersquo Do you know how is it played Irsquoll tell you the rules and wersquoll play
Engages with English cartoons childrenrsquos filmsvisuals eg Describe what you saw in the film and other related questions etc
Shows interest in listening to experiences of her peers and others in English and home language eg All the students had gone for a picnic and are now sharing their experiences
Attends to oral messagestelephonic communications and communicates them in English home language eg Receives messages and conveys Listens to new words and pointsindicates objects and persons eg Listening a story and understanding the meaning of words in context
Understands the story and tells the main action in it (Listening amp Speaking in conjunction) in home languageEnglishsign language
Shows enthusiasm to listen to English poems songs jokes eg Birds sing phone rings Responds to questions asked on textual material narrated stories in English home language eg Do you enjoy train rides
Takes dictation of chunks of words eg describing the classroom Draws with interest after listening to the input eg Follows steps and does the task and
also listens and writes wordssentence with understanding such as let us make an envelope
Enjoys rhyme and rhythm of poems and sings aloud eg I found a shell a curly one Lying on the sand Appreciates music and expresses in actionspeech Listens and co-relates various onomatopoeic sounds talks about them eg Tak tak is anybody there
Speaking Curricular Expectations Able to speak English along with home languageAble to ask questions Able to recite poems say dialogues phrases from stories plays etc Pedagogic Processes Encouraging lip reading to understand words even without sound Creating learning situations to introduce themselves to a new studentanother
teacher a visitorprincipal Familiarizing children with new vocabulary as per their context and making them
speak Using pictures objects realia models and wall displays at eye level large prints and signs Providing input encouraging for participation in class morning assembly programmes Providing situations picturesimagesartifacts to help children speak about them in pairgroups Creating learning situations via-drama storytelling group work role-playmock-
telephonic conversationsconversations between and among family members connecting it with the characters from lessons
Creating learning situations to speak about hobbies games food etc Giving a prompt to help children speak ldquoYou know I read a story which goes like thisrdquo
ldquoOnce my brother played a prank on me rdquo Based on the reading of the text children are encouraged to speak eg comprehension
connecting to previous knowledge
Varying the input as per the special needs of the child with hearing impairment Connecting learning to the real world and encouraging them to ask questions such as
Why canrsquot we play now Encouraging children to imagine and speak about characters and situations using
prompts or pictures to help children create stories Encouraging children to raise queries amp ask questions through various modalities like
visual auditory and kinesthetic Providing poems (from textbooks and other sources chosen by the teacher children
from childrenrsquos magazines childrenrsquos section in newspapers) All the bells are ringing there 10 Providing storiesplays (from textbooks and
beyond the textbook) Learning Indicators (Progression) Speaking Uses simple sentences to introduce herself in English home languagesign language
eg I am Jagat I study in class III I like ice cream and orange juice Speaks as per context eg Given a context from the text or real world gives appropriate
words Participates in different events such as role play poetry recitation drama organized
in school from time to time Speaks about situationspicturesimages in English and home language
Engages in conversation in English and home language with friends teachers and family using simple sentences and Responses eg The kite is flying The aero plane also flies
Narrates her personal experiences anecdotes stories she has read or heard in Englishhome languagesign language eg My pup is very sweet
Makes requests uses greetings and polite forms of expression Expresses her likes and dislikes eg I like to jump and skip Responds especially to the textual questions being asked in both English class and in
other subject classes in Englishhome language Narrates stories (imaginarydreamsactual situations etc) Asks questions about
things around her Asks questions based on the textbeyond the text out of curiositywhile engaging in conversation
Recites rhymes poems songs in groups and individually and through acting out Says phrasesdialogues from storiesplays Retells main idea of the storyplay
Reading They recognize some words in English and make some attempts to read unknown words using initial sounds They mostly rely on illustrations and teacher support to establish meaning in a text and may not understand everything that they read While they continue to use early decoding skills they are not yet able to predict from language context alone because of their yet developing English proficiency Gradually they can follow and read short simple texts along with the teacher and in class as shared reading activities
Curricular Expectations Understand the main idea locate details in the text (seen and unseen) Able to ask questions Understands the form and functions of grammar in context
Pedagogic Processes Providing visualspointing to illustrations in texts to encourage children to read
Familiarizes children with both small and capital letters of the alphabet Facilitating comprehension through various textsmovementactions Facilitating children to locate details sequence of ideas and eventsidentifying main
idea through various types of comprehension questions Facilitating children to relate ideas of the text with personal experience through
questions and interaction Introducing stories to facilitate comprehension Listening to poems showing
understanding through tone volume and action Introducing different kinds of texts such as descriptions stories folktales and poems
Providing beyond the text materials such as advertisements notices etc Facilitating reading of childrenrsquos magazines and childrenrsquos section of newspapers and
enriching the reading habits through exposure to school library reading corner Introducing titles of books movies etc Encouraging children to raise questions based
on their reading Drawing attention towards use of grammar in context and explaining it such as nouns
adjectives etc eg red rose Drawing attention to the use of punctuation through a variety of texts such as use of
capital and small case comma full stop Learning Indicators (Progression) Reading Reads small texts with comprehension Identifies locates main idea details and the
sequence of ideas and events and draws conclusions based on reading Relates ideas with her personal experiences eg After reading a story on travel is able
to connect with her experience of travelling in a bus train etc Reads and relates texts of home language Recognises themes such as triumph of good over evil Engages with different kinds of texts descriptions stories folktales and poems eg
She narrates the story that also deals with similar issues and connects with her life Connects with real life including home languagesign language
Engages in reading beyond the text materials and enjoys reading Infers the meaning of unfamiliar words by reading them in context
Reads titles of books movies captions Asks questions based on the reading or out of curiosity
Uses simple grammar in sentences eg Jamala is a good student Uses appropriate punctuation eg Jatin is my friend
Writing They develop the ability to use some basic conventions of writing in English They write texts using sentence structures based on oral structures and very simple repetitive texts By the end of class III they are beginning to write their own very short simple texts They write with less need for teacher transcription Their attempts at spelling depend on sounds Children begin with one word to phrases to sentences across class levels
Curricular Expectations Able to write short simple texts Pedagogic Processes Facilitating children to form letters and spacing properly Familiarising children with words from the text and immediate surroundings Drawing attention to the use of capital letters and punctuation marks such as full stop
comma question mark etc Giving dictation of sentencesshort paragraphs (listening and writing are developed in conjunction)
Providing texts (seen amp unseen) and encouraging writing answers to comprehension questions Providing verbalvisual clues to develop words sentence paragraphs Encouraging children to write on self family pets and home etc (Giving extra time
for children writing in Braille) Providing examples of writing through a variety of examples Providing examples of wordsphrases (linkers) to indicate sequence such as lsquoandrsquo butrsquo etc Providing examples of written texts to familiarize with grammar in context Familiarizing children with rhyming words creating rhythm through a poem Providing a variety of contexts such as going for a picnic a fair etc and helping them
develop new vocabulary Learning Indicators (Progression) Writing Draws enthusiastically according to the context and writes a little name etc Uses proper spacing between letters words and sentences Writes familiar words phrases simple sentences in Braille or print Uses capital letters and punctuation marks eg Finally I dressed up and went to school Takes dictation of chunks of words eg items needed for class library Writes answers for textual questions after comprehension (Writing is linked to
reading) Writes wordssentence paragraphs with the help of verbalvisual clues eg Pictures of
flowers fruits animals etc and writes Writes descriptions narratives 5-6 simple sentences on personal experiences Describing any event place object eg Look at the fish tank and write three sentences what you see
Uses appropriate punctuation forms in a variety of written texts Writes rhyming words eg Day-bay mouse house etc Makes lists for various purposes eg Prepare a list for class picnic mat water bottle tiffin towel bag etc Contributes for the school magazine (drawing with caption etc)
Concern for Immediate Environment Curricular Expectations
Develop concern for immediate environment (both physical and social) through observation which leads to development of language skills in an integrated manner Pedagogic Processes
Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and providing related vocabulary
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
January The Little Fir Tree Healthy Lifestyle Camouflage Service Before Self Sounds of Things Important Dates
32 33 42-43 44 54 61
1 Find out the names of some animals who conceal themselves by blending with their surroundings
2 Try to solve grid puzzle from the
newspaper February Maths At a Glance
Letrsquos Dress Up States and Capitals
58 59
1 Pen paper test pgno
3031415558596061 6263
March First In the World Famous Characters and Their Creations
63 64
Syllabus Distribution of Moral Education (Class III)
Month Live and Let Live
April and May Ch-1 Mind and Body
July Ch- 2 Keep Surroundings Clean
August Ch-3 Do Hard Work
September Ch-4 Courage Within Me
October Ch- 5 Letrsquos Love India
November Ch- 6 It is lsquoWersquo Not lsquoMersquo
December Ch-7 Stop Pollution
Januray Ch- 8 Being Non ndashViolent
February Ch-9 You Are Great
Syllabus Distribution of Computer (Class III)
Month Course Book Assess
ment FA Tasks
April L-1 Introduction to a Computer 11 Computer ndash A Smart Machine 12 Working of a Computer 13 Features of a Computer 14 Limitations of a Computer 15 Types of Computer 16 Computers in other Machines
FA ndash 1 (April- May)
1 Class work done in book and notebook
2 Activity of Identifying pictures
May L-2 Parts of a Computer 21 Hardware 22 Software 23 Differences between Hardware
and Software
3 Quiz Competition on the topic lsquo Hardware and Softwarersquo
4 Type the names and features of any ten keys in Word pad
July L-3 MS Windows The Operating System
31 Microsoft Windows 32 Working with Windows 7 33 Understanding Files and Folders 34 Application Window 35 Some Components of Application
Window 36 Windows XP Versus Windows 7
FA ndash 2 (July- Aug)
1 Class work done in book and notebook
2 Lab Activity related to L- 3
3 Drawing Flag of
India in Paint 4 Identifying and
naming the tools August L-4 More on MS Paint
41 Curve Shape 42 Polygon Shape 43 Menu Bar
September Revision of L- 1to 4 for SA ndash 1 Sample Paper-1(Pg No-56)
SA -1 (Sept-
ember)
L-1 to 4 Complete with MCQ TrueFalse Fill in the Blanks Match the Column Crosswords Identify and label the pictures and Question Answer + Lab Activities related to L 1 to 4done in the lab
Month Course Book Assessment
FA Tasks
October L-5 Editing in MS Paint 51 Selecting the Drawing 52 Using Clipboard 53 Image Group 54 Changing the Size of an Image
FA - 3 (Oct-Nov)
1 Class work done in book and notebook
2 Make a greeting card for your teacher using all the tools of MS Paint
November L-6 LOGO A Computer Language 61 LOGO 62 Starting MSW Logo 63 Components of a LOGO 64 LOGO Primitives 65 Repeat Command 66 Exiting LOGO
3 Lab Activity related to L-6
4 Make a list of shortcut of commands on a thick sheet
December L-7 LOGO Arithmetic 71 Revision of LOGO Primitives 72 Print Primitive 73 Calculations in LOGO 74 Print with Logical Operators
FA- 4 (Jan-Feb)
1 Make a poster on LOGO Primitives
2 Lab Activity related to L- 7
3 Lab Activity related to L- 8
4 Crossword related to ldquoMS Wordrdquo
January L-8 Learning MS Word 81 Starting MS Word 2010 82 Parts of MS Word Window 83 Typing Text 84 Creating a New Document 85 Saving a File 86 Printing a Document 87 Closing a Document 88 Opening an Existing Document
February Revision of L-5 to 8 for SA- II Sample PaperndashII(PgNo98) Olympiad Practice Sheet (Pg No 104)
March Revision of all the Chapters for SA II SA -2 L-5 to 8 Complete with MCQ TrueFalse Fill in the blanks Match the Columns Crosswords Identify and label the pictures and Question Answers + Lab Activities related to L 5 to 8 done in the Computer lab
Assessment Rubrics(Source CBSE CCE Manual)
REPORTING STUDENTSrsquo ACHIEVEMENT While reporting studentsrsquo achievement in different areas indirect grading in absolute scale having five points may be used The grades will stand for the following distribution of marks A+ Outstanding 90 - 100 A Excellent 75 - 89 B Very Good 56 - 74 C Good 35 - 55 D Scope for improvement Below 35 The grade of the child can be computed in the achievement card based on the percentage of presence of behaviour indicator in the above category of percentiles Besides certain remarks can be made in scholastic and co-scholastic areas as well as the achievement level of the child These remarks will help the parents and the child to provide the learning skills in that area by devoting more learning efforts Thus continuous and comprehensive evaluation is a useful proposition for improvement of studentsrsquo achievement through continuous diagnosis remediation encouragement and appreciation It requires coordinated and concerted efforts on the part of Principals teachers and parents for the multifaceted personality development of the child The enclosed rating scales are expected to help the teachers in proper placement of students in terms of the different grades
LANGUAGES Aspects Sub-
Skills A+ A B C D
01
Re
ad
ing
Sk
ills
(L
ou
d R
ea
din
g)
Pro
nu
nci
ati
on
Can read short storiesarticleswords on ones own and uses his phonetic skills to pronounce new words
Can read short storiesarticle on ones own most of the time Uses his phonetic skills to pronounce new words most of the time
Can often read short stories with varying speed and guidance most of the time
Can read short stories with varying speed and guidance from the teachers most of the time
Needs help and prompting by the teacher all the time
Flu
en
cy
Can read simplecomplex passages fluently with proper speed expression and pronunciation
Can read simplecomplex passages fluently with speed but needs occasional prompting
Can read simple passages but takes time to read each word lacks fluency speed and expression
Can read simple passages with guidance or prompting most of the time
Fumbles a to while reading even simple sentences Needs help all the time
Co
mp
reh
en
sio
n Can read and
understand text and answer questions correctly
Can read and understand text and answer most of the questions correctly
Can read and understand text and answer some of the questions correctly
Can read and understand text with the help of teacher
Cannot comprehend the text at all
Aspects Sub-Skills
A+ A B C D 0
2 W
riti
ng
Sk
ills
Cre
ati
ve
Wri
tin
g
Can write short stories and paragraphs with accuracy and originality in sentence construction and use of vocabulary Ideas are arranged logically
Can write short stories and paragraphs on a given topic with a fair degree of accuracy Displays originality sometimes Ideas are generally logically arranged
Writes stories and paragraphs but makes quite a few errors
Can write short connected descriptive sentences on ones own with some grammatical errors
Cannot write even short sentences of ones own makes a lot of mistakes
Ha
nd
wri
tin
g
Is neat and legible All letters and strokes are consistent and joined correctly Transcription is error free
Is neat and legible Occasional inconsistency seen in formation of letters and strokes Transcription is error free
Is legible but sometimes inconsistent with his strokes and letters Transcription has occasional errors
Handwriting is not very neat Transcription has many errors
Is neither legible nor consistent
Gra
mm
ar Can write sentences
accurately Can write sentences accurately most of the time
Can write sentences with quite a few errors
Can write sentences with a lot of mistakes
Cannot write with accuracy Needs help very often
Sp
ell
ing
s Can spell all words correctly Tries to spell new words
Can correctly spell all the words most of the time Falters occasionally
Can correctly spell words but sometimes makes mistakes
Makes a lot of spellings mistakes
Cannot spell words properly Has to be helped
Vo
cab
ula
ry Has a rich
vocabulary Often uses new words and phrases in written and spoken forms
Has a good range of vocabulary and phrases Uses new words only most of the time
Has a fair range of vocabulary Uses new words sometimes
Vocabulary is limited to only those words which have been taught in class
Has a poor stock of vocabulary
03
Sp
ea
kin
g
Sk
ills
Co
nv
ers
ati
on
Is fluent and spontaneous Responds to situations appropriately and accurately Can narrate incidentsanecdotes and can participate in a discussion on a given topic with ease
Is fluent and spontaneous most of the time Responds to the situations appropriately but fumbles for words occasionally Can narrate incidentsanecdote and can participate in discussions with efforts
Lacks spontaneity fluency and accuracy sometimes Response time rather long Needs prompting most of the time
Lacks spontaneity fluency and accuracy
Needs help most of the time
Re
cita
tio
n
Can recite a poem or a story with proper speed Dictation expression and tone
Can recite a poem or a story with proper speed or expression but makes occasional mistakes in pronunciation or forgets at times
Can recite a poem or story with occasional prompting Expression is not very strong and effective
Cannot recite an entire poem or story without prompting Pronunciation expression is not appropriate
Recitation is poor Lacks expression
04
Lis
ten
ing
Sk
ills
Co
mp
reh
en
sio
n
Can comprehend oral questions instructions stories poems
Comprehends oral question instructions stories and poems most of the time
Has some difficulty in comprehending Instructions stories or poems Needs guidance quite often
Understands simple conversation in familiar situations Needs simplification or translation most of the time
Cannot understand instructions Needs help all the time
Ex
tra
Re
ad
ing
Can read short storiespoems for pleasure on ones own with complete comprehension Can form opinions and evaluate characters and incidents
Reads storiespoems for pleasure Sometimes needs help in understanding the story Can form opinions and evaluate characters and incidents
Needs a lot of help with understanding of stories and poems Can evaluate a character or a situation only sometimes
Shows lack of interest in reading stories or poems Needs a lot of prompting
Not interested to read at all any extra material of ones own
Act
ivit
ies
P
roje
ct
Participates enthusiastically in activities Projects
Enthusiastically participates in activitiesProjects most of the time
Needs persuasion by the teacher for active participation
Seldom participates in activities projects assigned
Does not participate at all
MATHEMATICS
A+ A B C D
Co
nce
pt
Understands the concepts with logical thinking and good reasoning skill
Understands the concepts thoroughly
Understands the concepts and is able to apply most of them correctly Needs occasional help
Takes more time in understanding new concepts and requires frequent help
Needs help most of the time in understanding the concepts and logically applying them Activity Very confident
Act
ivit
y
Very confident original and creative in-group activities Has tremendous team spirit
Takes keen interest in doing various activities and applying the concepts to real life situations
Quite creative but needs to be more innovative and original
Takes interest but needs to be more systematic and organized
Lacks initiative and is disinterested in-group activity
Ta
ble
s
Has understood the concept of grouping the numbers and knows the tables by heart Can also do dodge tables
Knows the tables but falters a little in dodge tables
Knows the tables but Makes mistakes in tables of higher number Falters in dodge tables
Has not understood the concept of tables Makes a lot of mistakes in dodge tables
Has not learnt the tables Cannot do dodge tables at all
Me
nta
l a
bil
ity
Takes immense delight in working with mathematical problems mentally
Has a good number sense Quick in solving problems mentally
Solves mental sums with ease but at times makes careless mistakes
Can perform mental calculations but falters occasionally
Slow in solving sums mentally
Wri
tte
n
wo
rk
Work is neat and methodical Presentation is a source of inspiration for others
Neat and systematic work
Neat and regular work but sometimes not up to the mark
Often the work is untidy and the figures are shabbily drawn
Untidy work Late in submitting the assignments
ENVIRONMENTAL SCIENCE
En
vir
on
me
nta
l S
en
siti
vit
y
Has the ability to reason does independent thinking has value appreciation for truth and aesthetic sensitivityobservation
Can do some independent thinking and is quite observant with reflexes of occasional appreciation
Can attempt to answer simple questions based on reasoning and observation
Has difficulty in reasoning and observing Can attempt to answer simple questions
Needs prompting to answer simple questions
Act
ivit
y
Pro
ject
Very innovative Collects information is able to present the work neatly does reference work
Work is informative and neat most of the time
Work is informative and more or less neat tends to take support and help
Presentation needs improvement less informative
Work is untidy and files not well kept and work is least informative
Gro
up
D
iscu
ssio
n
Listens to others point of view and is able to add to them Makes interesting observations has a good organization of thoughts
Listens to others View point and hesitates to answer
Listens passively and offers no views hesitates to answer needs occasional help to give views
Has some difficulty in comprehending instructions has to be prodded to give answers
Has difficulty in paying attention and following instructions needs simplification most of the time
SCIENCE C
on
cep
t Excellent ability to understand grasp recall define and reason Understands and differentiates textual material with great case Is able to apply relevant knowledge and tabulate facts well Reads and comprehends text diagram and web chart quickly
Good ability to understand grasp recall define and reasons Understands the textual material with ease Is able to apply relevant knowledge Reads and comprehends text diagram and web chart
Can understand and recall the textual material Is able to apply relevant knowledge and tabulate facts can read and comprehend diagrams and web charts
Can understand grasp recall define and reason Understands the textual material and with help from the teacher Is able to tabulate facts well Reads and comprehends text diagram and web chart with difficulty
Needs continuous guidance in understanding Finds difficulty in reading and comprehending text
Act
ivit
y
Pro
ject
Voluntarily participates in all the activities and enjoys experiments Highly appreciable creative and original in presentation Is explorative innovative and infers a result after experimenting does extensive reference work
Participates in most of the activities and Performs experiments with interest Excellent creative project presentation Is explorative and innovative in experimenting does reference work
Participates in some of the activities and performs some experiments Good project presentation with little creativity Is explorative in experimenting sometimes does reference work
Participates in very few activities and rarely performs any experiments Satisfactory project presentation not very creative Rarely read any reference books
Needs a lot of encouragement to participate in activities or perform experiments Project presentation is not creative and systematic Not interested in extra reading
Sci
en
tifi
c S
kil
ls
Has a very keen observation inquisitive approach likes to experiment in a systematic way and draws accurate diagrams and records information correctly carefully and systematically Is able to analyze draw inference and apply information
Has a keen observation is inquisitive does systematic work and draw neat diagrams records information correctly carefully and systematically Is able to analyze draw inference and apply information
Sometimes inquires about concepts usually does experimentation in a systematic way and draws diagrams correctly Records information Is able to draw inference and apply information with some difficulty
Rarely inquisitive Does experimentation when told not very systematic work and untidy diagrams Is not able to draw inference and apply information
Not interested in experimentation recording or drawing inference Not very tidy and organized in his work Generally disinterested
Gro
up
Dis
cuss
ion
Actively participates and usually leads all group discussions Very often makes interesting observations and adds to the points given Can analyze points critically and generate new ideas
Actively participates Good relations with other members Often makes interesting observations can analyze some points critically
Participates sometimes Satisfactory relations with other members Sometimes makes interesting observations Can analyze few points
Hesitant to participate in-group discussions Poor relations with other members Rarely makes observations Unable to analyze points
A passive participant Never makes observations unable to analyze points
COMPUTER EDUCATION
Sk
ills
Very confident in using graphic skills word processing skills and operating skills
Skilled in operating and word processing skills
Shows excellent eye hand coordination in operating skills
Uses computer to enhance his knowledge on various topics taught in class Uses computer as a tool
Needs help from the buddy to complete his assignments
Ap
titu
de
Excellent in selecting and using different colours creating pictures and identifying different features of multimedia in work presentations
Shows special aptitude in using tools to create shapes and lines
Works with confidence and handles mouse with competence
Is able to combine text and graphics with help from teacher
Takes time to locate keys on the keyboard
GAMES
En
thu
sia
sm Plays with full
intrinsic Motivation
Plays with full intrinsic motivation most of the time
Plays with zeal but of his choice games
Plays but only when commanded
Always gives excuses
Dis
cip
lin
e
Obeys all class discipline voluntarily and plays by following all rules of the game
Obeys all class discipline voluntarily most of the time and plays by following all rules of the games
Obeys class discipline on command and follows rules only suited to his advantage
Obeys due to fear of punishment Follows rules on command with displeasure
Lacks discipline
Te
am
sp
irit
Has team spirit and plays for winning
Has team spirit and plays for winning most of the time
Puts his effort individually
Shows team harmony on and off
Not a team player
Tal
ent
Str
en
gth
a
nd
sta
min
a
spee
d)
Outstanding development of skills and displays high performance
Excellent development of skills and displays high performance most of the time
Very good skill development but performs occasionally
Average skill development
Slow skill development`
MUSIC
Inte
rest
Always very keen to learn and follow given instructions
Very keen to learn and follow instructions most of the time
Needs little drive to learn and start
Sometime shows interest
Does not show much interest
Rh
yth
m Child has a good
sense of rhythm and keeps pace with the beat
Child has a good sense of rhythm and sometimes falters in keeping pace with the beat
Sometimes loses pace with the beat
Sometimes goes off the beat and cannot make it up
Does not have the sense of rhythm
Me
lod
y Child has a good
sense of tune Child has a good sense of tune and goes off key Occasionally
Child goes off key sometimes can come back in tune
Child has the sense of time but goes off key in higher octave
Child does not have much sense of music
PERSONALITY DEVELOPMENT
Co
urt
eo
usn
ess
Very careful about wishing saying sorry thank you and excuse me Always stands up to give respect Always speaks politely and uses good vocabulary never interrupts in between
Wishes others most of the time says sorry thank you and excuse me stands up to give respect speaks politely never interrupts in between
Many times wish others (says sorry thank you and excuse me) Some times interrupts in between speaks politely may times
Sometimes avoids to wish (says sorry thank you and excuse me) Some times speaks politely interrupts in between
Avoids wishing (say sorry thank you and excuse me) Aggressive and impolite
Co
nfi
de
nce
Always very confident in carrying out various activities
Very confident in carrying out various activities most of the time
Confident in carrying out most of the activities
Quite confident but needs to come up with hisher ideas
Needs to develop confidence
Ca
re o
f B
elo
ng
ing
s Always respects the belongings and takes care
Takes care of self as well as others property most of the time
Most of the times takes care of belongings
Takes care but does not bother about others
Careless about self as well as others property
Ne
atn
ess
Always wears proper and neat uniform Very careful about personal hygiene
Wears proper and neat uniform Sometime nailshairteeth not clean
Wears proper and neat uniform most of the time
Most of the times in improper uniform often not careful about hygiene
Often untidily dressed
Re
gu
lari
ty a
nd
p
un
ctu
ali
ty
Very particular about being regular and punctual to school classroom Always regular in doing and submitting assignments and projects
Often particular about being regular and punctual to schoolclassroom often regular in doing and submitting assignments and projects
Sometimes particular about being regular and punctual Sometimes late in submitting assignments
Sometimes irregular and not punctual to schoolclassroom Sometimes late in submitting assignments and projects
Irregular and sometimes late to schoolclassroom Rarely submits assignments and projects in time
Init
iati
ve
Always tries to do things independently Always ready to participate in oral discussionsextra curricular activities
Most of the times tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Often tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Sometimes tries to do things independently Sometimes ready to participate in oral discussionsextra curricular activities
Never does things independently a voids participating in oral discussionsextra curricular activities
Sp
irit
of
serv
ice
Always volunteers to participate in all activities for a social cause Always ready to help others
Volunteers to participate in activities for a social cause most of the time Often ready to help others
Often volunteers to participate in activities for a social cause Often helps others
Sometimes volunteers to participate in activities for a social cause Sometimes helps others
Rarely participates in activities for a social cause Never bothers to help others
Re
spe
ct o
the
rs
pro
pe
rty
Always follows rules and regulations Takes good care of property and consciously makes efforts to keep the environment clean
Most of the time follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Often follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Sometimes follows rules and regulations Does bother about others property Sometimes litters hisher surroundings
Does not follow rules and regulations Is not sensitive about others property Often litters hisher surroundings
Se
lf c
on
tro
l
Well disciplined in the classroom corridors staircase Never misbehaves or fights in the playgroundbreak Emotionally a balanced child
Disciplined in the classroomcorridorsstair case most of the time Never misbehaves or fights in the playgroundbreak
Disciplined in the classroomcorridors staircase most of the time Occasionally misbehaves or fights in the playground break
Disciplined in the classroom but not in corridors staircase Often misbehaves or fightsbullies in the play groundbreak
Indiscipline in the classroomcorridorsstaircase Mostly misbehaves fights bullies in the playgroundbreak
ART amp CRAFT
Inte
rest
Shows great enjoyment and aptitude for drawing and painting - recognizes the value of art
Shows great enjoyment and aptitude for drawing and painting ndash recognizes the value of art most of the time
Enjoys drawing and painting Shows imagination some time
Prefers to be guided than using his own imagination
Prefers to reproduce what is seen Needs repeated instruction
Cre
ati
vit
y
Has original drawing and innovativeness in the work Shows more feeling and expressions in hisher work
Has original drawing and innovativeness in the work shows more feeling and expressions in hisher work most of the time
Good at reproducing Shows feelings and emotions
Can communicate the ideas in terms of effect and appeal
Lacks creativity and looks for ideas and instructions from the teachers
Sk
ill
Excellent development of skills and high performance
Excellent development of skills and high performance most of the time
Skills development is good but performs occasionally
Very slow skill development
No skills
Learning Indicators (Source NCERT CCE Manual)
ENGLISH
At the end of class III learners will be able to do the following (Learning outcomes) Talk about themselves members of the family and the people in their surroundings Follow simple instructions requests and questions and use formulaic expressions
appropriately Enjoy doing tasks (including singing a rhyme or identifying a person object or thing)
in English Recognize whole words or chunks of language Recognize small and capital forms of
English alphabet both in context and in isolation Read simple wordsshort sentences with the help of pictures and understand them
Write simple wordsphrasesshort sentences Listening Curricular Expectations Understand simple English language spoken in their immediate environment Enthusiasm to listen to English with understanding Appreciate non-verbal clues and respond through speaking body language
Pedagogic Processes Clear lip movement for children with hearing impairment to lip read
Familiarizing children with day to day spoken English (small sentences and phrases) in class assembly playground etc with peersgroups
Creating learning situations for using greetings and polite forms of expression Using formulaic expressions such as lsquoSit in a circlersquo and helping children become familiar with these expressions and use them
Familiarizing children with the sound system of English through chunks of language such as ldquoan applerdquo and connecting it with visualsrealia
Giving oral instructions for gamesactivities in simple English Introducing content and devising tasks that encourage children to draw on diverse
experiences and make connections with what is worthwhile and important to them Encouraging children to watch English cartoons (Listening and speaking are
developing in conjunction) and speak about it Providing input via audio-videoreading out from material and generating interest
through pair and group workrole-play Facilitating pairgroup work where children share their experiences
Providing learning situations such as role play to listen and communicate messages Using picture clips photos singing storytelling effective questions music etc
Narrating variety of stories from the textbook and beyond helping children to talk about the main idea Using a number of facial expressions dramatizing and picturising stories
Asking questions based on the texts using mother tongue and scaffolding wherever necessary using role play
Reading aloud action songspoems encouraging children to sing collectively (Listening and speaking are connected) using gestures
Giving dictation of a few simple sentences to enable children to listen and write (Listening is linked with speakingwriting)
Playing music (non-verbal) and encouraging children to express themselves through speech action dance drama photographs film clips puppets comics displays and singing
Drawing attention to onomatopoeic sounds such as a tap-tap buzz grrr etc
Learning Indicators (Progression) Listening Responds to English words and sentences used in classschool in home
languageEnglish eg mode of transportation post office other sources etc and reads the poem aloud and
enact etc Responds to simple greetings and polite forms of expression in Englishhome
languagefacial expressionbody language eg Please work with your friend etc Let us tidy the place (simple 6-8 sentences)
Follows rules of gamesactivities eg Today we will play lsquorelay racersquo Do you know how is it played Irsquoll tell you the rules and wersquoll play
Engages with English cartoons childrenrsquos filmsvisuals eg Describe what you saw in the film and other related questions etc
Shows interest in listening to experiences of her peers and others in English and home language eg All the students had gone for a picnic and are now sharing their experiences
Attends to oral messagestelephonic communications and communicates them in English home language eg Receives messages and conveys Listens to new words and pointsindicates objects and persons eg Listening a story and understanding the meaning of words in context
Understands the story and tells the main action in it (Listening amp Speaking in conjunction) in home languageEnglishsign language
Shows enthusiasm to listen to English poems songs jokes eg Birds sing phone rings Responds to questions asked on textual material narrated stories in English home language eg Do you enjoy train rides
Takes dictation of chunks of words eg describing the classroom Draws with interest after listening to the input eg Follows steps and does the task and
also listens and writes wordssentence with understanding such as let us make an envelope
Enjoys rhyme and rhythm of poems and sings aloud eg I found a shell a curly one Lying on the sand Appreciates music and expresses in actionspeech Listens and co-relates various onomatopoeic sounds talks about them eg Tak tak is anybody there
Speaking Curricular Expectations Able to speak English along with home languageAble to ask questions Able to recite poems say dialogues phrases from stories plays etc Pedagogic Processes Encouraging lip reading to understand words even without sound Creating learning situations to introduce themselves to a new studentanother
teacher a visitorprincipal Familiarizing children with new vocabulary as per their context and making them
speak Using pictures objects realia models and wall displays at eye level large prints and signs Providing input encouraging for participation in class morning assembly programmes Providing situations picturesimagesartifacts to help children speak about them in pairgroups Creating learning situations via-drama storytelling group work role-playmock-
telephonic conversationsconversations between and among family members connecting it with the characters from lessons
Creating learning situations to speak about hobbies games food etc Giving a prompt to help children speak ldquoYou know I read a story which goes like thisrdquo
ldquoOnce my brother played a prank on me rdquo Based on the reading of the text children are encouraged to speak eg comprehension
connecting to previous knowledge
Varying the input as per the special needs of the child with hearing impairment Connecting learning to the real world and encouraging them to ask questions such as
Why canrsquot we play now Encouraging children to imagine and speak about characters and situations using
prompts or pictures to help children create stories Encouraging children to raise queries amp ask questions through various modalities like
visual auditory and kinesthetic Providing poems (from textbooks and other sources chosen by the teacher children
from childrenrsquos magazines childrenrsquos section in newspapers) All the bells are ringing there 10 Providing storiesplays (from textbooks and
beyond the textbook) Learning Indicators (Progression) Speaking Uses simple sentences to introduce herself in English home languagesign language
eg I am Jagat I study in class III I like ice cream and orange juice Speaks as per context eg Given a context from the text or real world gives appropriate
words Participates in different events such as role play poetry recitation drama organized
in school from time to time Speaks about situationspicturesimages in English and home language
Engages in conversation in English and home language with friends teachers and family using simple sentences and Responses eg The kite is flying The aero plane also flies
Narrates her personal experiences anecdotes stories she has read or heard in Englishhome languagesign language eg My pup is very sweet
Makes requests uses greetings and polite forms of expression Expresses her likes and dislikes eg I like to jump and skip Responds especially to the textual questions being asked in both English class and in
other subject classes in Englishhome language Narrates stories (imaginarydreamsactual situations etc) Asks questions about
things around her Asks questions based on the textbeyond the text out of curiositywhile engaging in conversation
Recites rhymes poems songs in groups and individually and through acting out Says phrasesdialogues from storiesplays Retells main idea of the storyplay
Reading They recognize some words in English and make some attempts to read unknown words using initial sounds They mostly rely on illustrations and teacher support to establish meaning in a text and may not understand everything that they read While they continue to use early decoding skills they are not yet able to predict from language context alone because of their yet developing English proficiency Gradually they can follow and read short simple texts along with the teacher and in class as shared reading activities
Curricular Expectations Understand the main idea locate details in the text (seen and unseen) Able to ask questions Understands the form and functions of grammar in context
Pedagogic Processes Providing visualspointing to illustrations in texts to encourage children to read
Familiarizes children with both small and capital letters of the alphabet Facilitating comprehension through various textsmovementactions Facilitating children to locate details sequence of ideas and eventsidentifying main
idea through various types of comprehension questions Facilitating children to relate ideas of the text with personal experience through
questions and interaction Introducing stories to facilitate comprehension Listening to poems showing
understanding through tone volume and action Introducing different kinds of texts such as descriptions stories folktales and poems
Providing beyond the text materials such as advertisements notices etc Facilitating reading of childrenrsquos magazines and childrenrsquos section of newspapers and
enriching the reading habits through exposure to school library reading corner Introducing titles of books movies etc Encouraging children to raise questions based
on their reading Drawing attention towards use of grammar in context and explaining it such as nouns
adjectives etc eg red rose Drawing attention to the use of punctuation through a variety of texts such as use of
capital and small case comma full stop Learning Indicators (Progression) Reading Reads small texts with comprehension Identifies locates main idea details and the
sequence of ideas and events and draws conclusions based on reading Relates ideas with her personal experiences eg After reading a story on travel is able
to connect with her experience of travelling in a bus train etc Reads and relates texts of home language Recognises themes such as triumph of good over evil Engages with different kinds of texts descriptions stories folktales and poems eg
She narrates the story that also deals with similar issues and connects with her life Connects with real life including home languagesign language
Engages in reading beyond the text materials and enjoys reading Infers the meaning of unfamiliar words by reading them in context
Reads titles of books movies captions Asks questions based on the reading or out of curiosity
Uses simple grammar in sentences eg Jamala is a good student Uses appropriate punctuation eg Jatin is my friend
Writing They develop the ability to use some basic conventions of writing in English They write texts using sentence structures based on oral structures and very simple repetitive texts By the end of class III they are beginning to write their own very short simple texts They write with less need for teacher transcription Their attempts at spelling depend on sounds Children begin with one word to phrases to sentences across class levels
Curricular Expectations Able to write short simple texts Pedagogic Processes Facilitating children to form letters and spacing properly Familiarising children with words from the text and immediate surroundings Drawing attention to the use of capital letters and punctuation marks such as full stop
comma question mark etc Giving dictation of sentencesshort paragraphs (listening and writing are developed in conjunction)
Providing texts (seen amp unseen) and encouraging writing answers to comprehension questions Providing verbalvisual clues to develop words sentence paragraphs Encouraging children to write on self family pets and home etc (Giving extra time
for children writing in Braille) Providing examples of writing through a variety of examples Providing examples of wordsphrases (linkers) to indicate sequence such as lsquoandrsquo butrsquo etc Providing examples of written texts to familiarize with grammar in context Familiarizing children with rhyming words creating rhythm through a poem Providing a variety of contexts such as going for a picnic a fair etc and helping them
develop new vocabulary Learning Indicators (Progression) Writing Draws enthusiastically according to the context and writes a little name etc Uses proper spacing between letters words and sentences Writes familiar words phrases simple sentences in Braille or print Uses capital letters and punctuation marks eg Finally I dressed up and went to school Takes dictation of chunks of words eg items needed for class library Writes answers for textual questions after comprehension (Writing is linked to
reading) Writes wordssentence paragraphs with the help of verbalvisual clues eg Pictures of
flowers fruits animals etc and writes Writes descriptions narratives 5-6 simple sentences on personal experiences Describing any event place object eg Look at the fish tank and write three sentences what you see
Uses appropriate punctuation forms in a variety of written texts Writes rhyming words eg Day-bay mouse house etc Makes lists for various purposes eg Prepare a list for class picnic mat water bottle tiffin towel bag etc Contributes for the school magazine (drawing with caption etc)
Concern for Immediate Environment Curricular Expectations
Develop concern for immediate environment (both physical and social) through observation which leads to development of language skills in an integrated manner Pedagogic Processes
Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and providing related vocabulary
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
Syllabus Distribution of Computer (Class III)
Month Course Book Assess
ment FA Tasks
April L-1 Introduction to a Computer 11 Computer ndash A Smart Machine 12 Working of a Computer 13 Features of a Computer 14 Limitations of a Computer 15 Types of Computer 16 Computers in other Machines
FA ndash 1 (April- May)
1 Class work done in book and notebook
2 Activity of Identifying pictures
May L-2 Parts of a Computer 21 Hardware 22 Software 23 Differences between Hardware
and Software
3 Quiz Competition on the topic lsquo Hardware and Softwarersquo
4 Type the names and features of any ten keys in Word pad
July L-3 MS Windows The Operating System
31 Microsoft Windows 32 Working with Windows 7 33 Understanding Files and Folders 34 Application Window 35 Some Components of Application
Window 36 Windows XP Versus Windows 7
FA ndash 2 (July- Aug)
1 Class work done in book and notebook
2 Lab Activity related to L- 3
3 Drawing Flag of
India in Paint 4 Identifying and
naming the tools August L-4 More on MS Paint
41 Curve Shape 42 Polygon Shape 43 Menu Bar
September Revision of L- 1to 4 for SA ndash 1 Sample Paper-1(Pg No-56)
SA -1 (Sept-
ember)
L-1 to 4 Complete with MCQ TrueFalse Fill in the Blanks Match the Column Crosswords Identify and label the pictures and Question Answer + Lab Activities related to L 1 to 4done in the lab
Month Course Book Assessment
FA Tasks
October L-5 Editing in MS Paint 51 Selecting the Drawing 52 Using Clipboard 53 Image Group 54 Changing the Size of an Image
FA - 3 (Oct-Nov)
1 Class work done in book and notebook
2 Make a greeting card for your teacher using all the tools of MS Paint
November L-6 LOGO A Computer Language 61 LOGO 62 Starting MSW Logo 63 Components of a LOGO 64 LOGO Primitives 65 Repeat Command 66 Exiting LOGO
3 Lab Activity related to L-6
4 Make a list of shortcut of commands on a thick sheet
December L-7 LOGO Arithmetic 71 Revision of LOGO Primitives 72 Print Primitive 73 Calculations in LOGO 74 Print with Logical Operators
FA- 4 (Jan-Feb)
1 Make a poster on LOGO Primitives
2 Lab Activity related to L- 7
3 Lab Activity related to L- 8
4 Crossword related to ldquoMS Wordrdquo
January L-8 Learning MS Word 81 Starting MS Word 2010 82 Parts of MS Word Window 83 Typing Text 84 Creating a New Document 85 Saving a File 86 Printing a Document 87 Closing a Document 88 Opening an Existing Document
February Revision of L-5 to 8 for SA- II Sample PaperndashII(PgNo98) Olympiad Practice Sheet (Pg No 104)
March Revision of all the Chapters for SA II SA -2 L-5 to 8 Complete with MCQ TrueFalse Fill in the blanks Match the Columns Crosswords Identify and label the pictures and Question Answers + Lab Activities related to L 5 to 8 done in the Computer lab
Assessment Rubrics(Source CBSE CCE Manual)
REPORTING STUDENTSrsquo ACHIEVEMENT While reporting studentsrsquo achievement in different areas indirect grading in absolute scale having five points may be used The grades will stand for the following distribution of marks A+ Outstanding 90 - 100 A Excellent 75 - 89 B Very Good 56 - 74 C Good 35 - 55 D Scope for improvement Below 35 The grade of the child can be computed in the achievement card based on the percentage of presence of behaviour indicator in the above category of percentiles Besides certain remarks can be made in scholastic and co-scholastic areas as well as the achievement level of the child These remarks will help the parents and the child to provide the learning skills in that area by devoting more learning efforts Thus continuous and comprehensive evaluation is a useful proposition for improvement of studentsrsquo achievement through continuous diagnosis remediation encouragement and appreciation It requires coordinated and concerted efforts on the part of Principals teachers and parents for the multifaceted personality development of the child The enclosed rating scales are expected to help the teachers in proper placement of students in terms of the different grades
LANGUAGES Aspects Sub-
Skills A+ A B C D
01
Re
ad
ing
Sk
ills
(L
ou
d R
ea
din
g)
Pro
nu
nci
ati
on
Can read short storiesarticleswords on ones own and uses his phonetic skills to pronounce new words
Can read short storiesarticle on ones own most of the time Uses his phonetic skills to pronounce new words most of the time
Can often read short stories with varying speed and guidance most of the time
Can read short stories with varying speed and guidance from the teachers most of the time
Needs help and prompting by the teacher all the time
Flu
en
cy
Can read simplecomplex passages fluently with proper speed expression and pronunciation
Can read simplecomplex passages fluently with speed but needs occasional prompting
Can read simple passages but takes time to read each word lacks fluency speed and expression
Can read simple passages with guidance or prompting most of the time
Fumbles a to while reading even simple sentences Needs help all the time
Co
mp
reh
en
sio
n Can read and
understand text and answer questions correctly
Can read and understand text and answer most of the questions correctly
Can read and understand text and answer some of the questions correctly
Can read and understand text with the help of teacher
Cannot comprehend the text at all
Aspects Sub-Skills
A+ A B C D 0
2 W
riti
ng
Sk
ills
Cre
ati
ve
Wri
tin
g
Can write short stories and paragraphs with accuracy and originality in sentence construction and use of vocabulary Ideas are arranged logically
Can write short stories and paragraphs on a given topic with a fair degree of accuracy Displays originality sometimes Ideas are generally logically arranged
Writes stories and paragraphs but makes quite a few errors
Can write short connected descriptive sentences on ones own with some grammatical errors
Cannot write even short sentences of ones own makes a lot of mistakes
Ha
nd
wri
tin
g
Is neat and legible All letters and strokes are consistent and joined correctly Transcription is error free
Is neat and legible Occasional inconsistency seen in formation of letters and strokes Transcription is error free
Is legible but sometimes inconsistent with his strokes and letters Transcription has occasional errors
Handwriting is not very neat Transcription has many errors
Is neither legible nor consistent
Gra
mm
ar Can write sentences
accurately Can write sentences accurately most of the time
Can write sentences with quite a few errors
Can write sentences with a lot of mistakes
Cannot write with accuracy Needs help very often
Sp
ell
ing
s Can spell all words correctly Tries to spell new words
Can correctly spell all the words most of the time Falters occasionally
Can correctly spell words but sometimes makes mistakes
Makes a lot of spellings mistakes
Cannot spell words properly Has to be helped
Vo
cab
ula
ry Has a rich
vocabulary Often uses new words and phrases in written and spoken forms
Has a good range of vocabulary and phrases Uses new words only most of the time
Has a fair range of vocabulary Uses new words sometimes
Vocabulary is limited to only those words which have been taught in class
Has a poor stock of vocabulary
03
Sp
ea
kin
g
Sk
ills
Co
nv
ers
ati
on
Is fluent and spontaneous Responds to situations appropriately and accurately Can narrate incidentsanecdotes and can participate in a discussion on a given topic with ease
Is fluent and spontaneous most of the time Responds to the situations appropriately but fumbles for words occasionally Can narrate incidentsanecdote and can participate in discussions with efforts
Lacks spontaneity fluency and accuracy sometimes Response time rather long Needs prompting most of the time
Lacks spontaneity fluency and accuracy
Needs help most of the time
Re
cita
tio
n
Can recite a poem or a story with proper speed Dictation expression and tone
Can recite a poem or a story with proper speed or expression but makes occasional mistakes in pronunciation or forgets at times
Can recite a poem or story with occasional prompting Expression is not very strong and effective
Cannot recite an entire poem or story without prompting Pronunciation expression is not appropriate
Recitation is poor Lacks expression
04
Lis
ten
ing
Sk
ills
Co
mp
reh
en
sio
n
Can comprehend oral questions instructions stories poems
Comprehends oral question instructions stories and poems most of the time
Has some difficulty in comprehending Instructions stories or poems Needs guidance quite often
Understands simple conversation in familiar situations Needs simplification or translation most of the time
Cannot understand instructions Needs help all the time
Ex
tra
Re
ad
ing
Can read short storiespoems for pleasure on ones own with complete comprehension Can form opinions and evaluate characters and incidents
Reads storiespoems for pleasure Sometimes needs help in understanding the story Can form opinions and evaluate characters and incidents
Needs a lot of help with understanding of stories and poems Can evaluate a character or a situation only sometimes
Shows lack of interest in reading stories or poems Needs a lot of prompting
Not interested to read at all any extra material of ones own
Act
ivit
ies
P
roje
ct
Participates enthusiastically in activities Projects
Enthusiastically participates in activitiesProjects most of the time
Needs persuasion by the teacher for active participation
Seldom participates in activities projects assigned
Does not participate at all
MATHEMATICS
A+ A B C D
Co
nce
pt
Understands the concepts with logical thinking and good reasoning skill
Understands the concepts thoroughly
Understands the concepts and is able to apply most of them correctly Needs occasional help
Takes more time in understanding new concepts and requires frequent help
Needs help most of the time in understanding the concepts and logically applying them Activity Very confident
Act
ivit
y
Very confident original and creative in-group activities Has tremendous team spirit
Takes keen interest in doing various activities and applying the concepts to real life situations
Quite creative but needs to be more innovative and original
Takes interest but needs to be more systematic and organized
Lacks initiative and is disinterested in-group activity
Ta
ble
s
Has understood the concept of grouping the numbers and knows the tables by heart Can also do dodge tables
Knows the tables but falters a little in dodge tables
Knows the tables but Makes mistakes in tables of higher number Falters in dodge tables
Has not understood the concept of tables Makes a lot of mistakes in dodge tables
Has not learnt the tables Cannot do dodge tables at all
Me
nta
l a
bil
ity
Takes immense delight in working with mathematical problems mentally
Has a good number sense Quick in solving problems mentally
Solves mental sums with ease but at times makes careless mistakes
Can perform mental calculations but falters occasionally
Slow in solving sums mentally
Wri
tte
n
wo
rk
Work is neat and methodical Presentation is a source of inspiration for others
Neat and systematic work
Neat and regular work but sometimes not up to the mark
Often the work is untidy and the figures are shabbily drawn
Untidy work Late in submitting the assignments
ENVIRONMENTAL SCIENCE
En
vir
on
me
nta
l S
en
siti
vit
y
Has the ability to reason does independent thinking has value appreciation for truth and aesthetic sensitivityobservation
Can do some independent thinking and is quite observant with reflexes of occasional appreciation
Can attempt to answer simple questions based on reasoning and observation
Has difficulty in reasoning and observing Can attempt to answer simple questions
Needs prompting to answer simple questions
Act
ivit
y
Pro
ject
Very innovative Collects information is able to present the work neatly does reference work
Work is informative and neat most of the time
Work is informative and more or less neat tends to take support and help
Presentation needs improvement less informative
Work is untidy and files not well kept and work is least informative
Gro
up
D
iscu
ssio
n
Listens to others point of view and is able to add to them Makes interesting observations has a good organization of thoughts
Listens to others View point and hesitates to answer
Listens passively and offers no views hesitates to answer needs occasional help to give views
Has some difficulty in comprehending instructions has to be prodded to give answers
Has difficulty in paying attention and following instructions needs simplification most of the time
SCIENCE C
on
cep
t Excellent ability to understand grasp recall define and reason Understands and differentiates textual material with great case Is able to apply relevant knowledge and tabulate facts well Reads and comprehends text diagram and web chart quickly
Good ability to understand grasp recall define and reasons Understands the textual material with ease Is able to apply relevant knowledge Reads and comprehends text diagram and web chart
Can understand and recall the textual material Is able to apply relevant knowledge and tabulate facts can read and comprehend diagrams and web charts
Can understand grasp recall define and reason Understands the textual material and with help from the teacher Is able to tabulate facts well Reads and comprehends text diagram and web chart with difficulty
Needs continuous guidance in understanding Finds difficulty in reading and comprehending text
Act
ivit
y
Pro
ject
Voluntarily participates in all the activities and enjoys experiments Highly appreciable creative and original in presentation Is explorative innovative and infers a result after experimenting does extensive reference work
Participates in most of the activities and Performs experiments with interest Excellent creative project presentation Is explorative and innovative in experimenting does reference work
Participates in some of the activities and performs some experiments Good project presentation with little creativity Is explorative in experimenting sometimes does reference work
Participates in very few activities and rarely performs any experiments Satisfactory project presentation not very creative Rarely read any reference books
Needs a lot of encouragement to participate in activities or perform experiments Project presentation is not creative and systematic Not interested in extra reading
Sci
en
tifi
c S
kil
ls
Has a very keen observation inquisitive approach likes to experiment in a systematic way and draws accurate diagrams and records information correctly carefully and systematically Is able to analyze draw inference and apply information
Has a keen observation is inquisitive does systematic work and draw neat diagrams records information correctly carefully and systematically Is able to analyze draw inference and apply information
Sometimes inquires about concepts usually does experimentation in a systematic way and draws diagrams correctly Records information Is able to draw inference and apply information with some difficulty
Rarely inquisitive Does experimentation when told not very systematic work and untidy diagrams Is not able to draw inference and apply information
Not interested in experimentation recording or drawing inference Not very tidy and organized in his work Generally disinterested
Gro
up
Dis
cuss
ion
Actively participates and usually leads all group discussions Very often makes interesting observations and adds to the points given Can analyze points critically and generate new ideas
Actively participates Good relations with other members Often makes interesting observations can analyze some points critically
Participates sometimes Satisfactory relations with other members Sometimes makes interesting observations Can analyze few points
Hesitant to participate in-group discussions Poor relations with other members Rarely makes observations Unable to analyze points
A passive participant Never makes observations unable to analyze points
COMPUTER EDUCATION
Sk
ills
Very confident in using graphic skills word processing skills and operating skills
Skilled in operating and word processing skills
Shows excellent eye hand coordination in operating skills
Uses computer to enhance his knowledge on various topics taught in class Uses computer as a tool
Needs help from the buddy to complete his assignments
Ap
titu
de
Excellent in selecting and using different colours creating pictures and identifying different features of multimedia in work presentations
Shows special aptitude in using tools to create shapes and lines
Works with confidence and handles mouse with competence
Is able to combine text and graphics with help from teacher
Takes time to locate keys on the keyboard
GAMES
En
thu
sia
sm Plays with full
intrinsic Motivation
Plays with full intrinsic motivation most of the time
Plays with zeal but of his choice games
Plays but only when commanded
Always gives excuses
Dis
cip
lin
e
Obeys all class discipline voluntarily and plays by following all rules of the game
Obeys all class discipline voluntarily most of the time and plays by following all rules of the games
Obeys class discipline on command and follows rules only suited to his advantage
Obeys due to fear of punishment Follows rules on command with displeasure
Lacks discipline
Te
am
sp
irit
Has team spirit and plays for winning
Has team spirit and plays for winning most of the time
Puts his effort individually
Shows team harmony on and off
Not a team player
Tal
ent
Str
en
gth
a
nd
sta
min
a
spee
d)
Outstanding development of skills and displays high performance
Excellent development of skills and displays high performance most of the time
Very good skill development but performs occasionally
Average skill development
Slow skill development`
MUSIC
Inte
rest
Always very keen to learn and follow given instructions
Very keen to learn and follow instructions most of the time
Needs little drive to learn and start
Sometime shows interest
Does not show much interest
Rh
yth
m Child has a good
sense of rhythm and keeps pace with the beat
Child has a good sense of rhythm and sometimes falters in keeping pace with the beat
Sometimes loses pace with the beat
Sometimes goes off the beat and cannot make it up
Does not have the sense of rhythm
Me
lod
y Child has a good
sense of tune Child has a good sense of tune and goes off key Occasionally
Child goes off key sometimes can come back in tune
Child has the sense of time but goes off key in higher octave
Child does not have much sense of music
PERSONALITY DEVELOPMENT
Co
urt
eo
usn
ess
Very careful about wishing saying sorry thank you and excuse me Always stands up to give respect Always speaks politely and uses good vocabulary never interrupts in between
Wishes others most of the time says sorry thank you and excuse me stands up to give respect speaks politely never interrupts in between
Many times wish others (says sorry thank you and excuse me) Some times interrupts in between speaks politely may times
Sometimes avoids to wish (says sorry thank you and excuse me) Some times speaks politely interrupts in between
Avoids wishing (say sorry thank you and excuse me) Aggressive and impolite
Co
nfi
de
nce
Always very confident in carrying out various activities
Very confident in carrying out various activities most of the time
Confident in carrying out most of the activities
Quite confident but needs to come up with hisher ideas
Needs to develop confidence
Ca
re o
f B
elo
ng
ing
s Always respects the belongings and takes care
Takes care of self as well as others property most of the time
Most of the times takes care of belongings
Takes care but does not bother about others
Careless about self as well as others property
Ne
atn
ess
Always wears proper and neat uniform Very careful about personal hygiene
Wears proper and neat uniform Sometime nailshairteeth not clean
Wears proper and neat uniform most of the time
Most of the times in improper uniform often not careful about hygiene
Often untidily dressed
Re
gu
lari
ty a
nd
p
un
ctu
ali
ty
Very particular about being regular and punctual to school classroom Always regular in doing and submitting assignments and projects
Often particular about being regular and punctual to schoolclassroom often regular in doing and submitting assignments and projects
Sometimes particular about being regular and punctual Sometimes late in submitting assignments
Sometimes irregular and not punctual to schoolclassroom Sometimes late in submitting assignments and projects
Irregular and sometimes late to schoolclassroom Rarely submits assignments and projects in time
Init
iati
ve
Always tries to do things independently Always ready to participate in oral discussionsextra curricular activities
Most of the times tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Often tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Sometimes tries to do things independently Sometimes ready to participate in oral discussionsextra curricular activities
Never does things independently a voids participating in oral discussionsextra curricular activities
Sp
irit
of
serv
ice
Always volunteers to participate in all activities for a social cause Always ready to help others
Volunteers to participate in activities for a social cause most of the time Often ready to help others
Often volunteers to participate in activities for a social cause Often helps others
Sometimes volunteers to participate in activities for a social cause Sometimes helps others
Rarely participates in activities for a social cause Never bothers to help others
Re
spe
ct o
the
rs
pro
pe
rty
Always follows rules and regulations Takes good care of property and consciously makes efforts to keep the environment clean
Most of the time follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Often follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Sometimes follows rules and regulations Does bother about others property Sometimes litters hisher surroundings
Does not follow rules and regulations Is not sensitive about others property Often litters hisher surroundings
Se
lf c
on
tro
l
Well disciplined in the classroom corridors staircase Never misbehaves or fights in the playgroundbreak Emotionally a balanced child
Disciplined in the classroomcorridorsstair case most of the time Never misbehaves or fights in the playgroundbreak
Disciplined in the classroomcorridors staircase most of the time Occasionally misbehaves or fights in the playground break
Disciplined in the classroom but not in corridors staircase Often misbehaves or fightsbullies in the play groundbreak
Indiscipline in the classroomcorridorsstaircase Mostly misbehaves fights bullies in the playgroundbreak
ART amp CRAFT
Inte
rest
Shows great enjoyment and aptitude for drawing and painting - recognizes the value of art
Shows great enjoyment and aptitude for drawing and painting ndash recognizes the value of art most of the time
Enjoys drawing and painting Shows imagination some time
Prefers to be guided than using his own imagination
Prefers to reproduce what is seen Needs repeated instruction
Cre
ati
vit
y
Has original drawing and innovativeness in the work Shows more feeling and expressions in hisher work
Has original drawing and innovativeness in the work shows more feeling and expressions in hisher work most of the time
Good at reproducing Shows feelings and emotions
Can communicate the ideas in terms of effect and appeal
Lacks creativity and looks for ideas and instructions from the teachers
Sk
ill
Excellent development of skills and high performance
Excellent development of skills and high performance most of the time
Skills development is good but performs occasionally
Very slow skill development
No skills
Learning Indicators (Source NCERT CCE Manual)
ENGLISH
At the end of class III learners will be able to do the following (Learning outcomes) Talk about themselves members of the family and the people in their surroundings Follow simple instructions requests and questions and use formulaic expressions
appropriately Enjoy doing tasks (including singing a rhyme or identifying a person object or thing)
in English Recognize whole words or chunks of language Recognize small and capital forms of
English alphabet both in context and in isolation Read simple wordsshort sentences with the help of pictures and understand them
Write simple wordsphrasesshort sentences Listening Curricular Expectations Understand simple English language spoken in their immediate environment Enthusiasm to listen to English with understanding Appreciate non-verbal clues and respond through speaking body language
Pedagogic Processes Clear lip movement for children with hearing impairment to lip read
Familiarizing children with day to day spoken English (small sentences and phrases) in class assembly playground etc with peersgroups
Creating learning situations for using greetings and polite forms of expression Using formulaic expressions such as lsquoSit in a circlersquo and helping children become familiar with these expressions and use them
Familiarizing children with the sound system of English through chunks of language such as ldquoan applerdquo and connecting it with visualsrealia
Giving oral instructions for gamesactivities in simple English Introducing content and devising tasks that encourage children to draw on diverse
experiences and make connections with what is worthwhile and important to them Encouraging children to watch English cartoons (Listening and speaking are
developing in conjunction) and speak about it Providing input via audio-videoreading out from material and generating interest
through pair and group workrole-play Facilitating pairgroup work where children share their experiences
Providing learning situations such as role play to listen and communicate messages Using picture clips photos singing storytelling effective questions music etc
Narrating variety of stories from the textbook and beyond helping children to talk about the main idea Using a number of facial expressions dramatizing and picturising stories
Asking questions based on the texts using mother tongue and scaffolding wherever necessary using role play
Reading aloud action songspoems encouraging children to sing collectively (Listening and speaking are connected) using gestures
Giving dictation of a few simple sentences to enable children to listen and write (Listening is linked with speakingwriting)
Playing music (non-verbal) and encouraging children to express themselves through speech action dance drama photographs film clips puppets comics displays and singing
Drawing attention to onomatopoeic sounds such as a tap-tap buzz grrr etc
Learning Indicators (Progression) Listening Responds to English words and sentences used in classschool in home
languageEnglish eg mode of transportation post office other sources etc and reads the poem aloud and
enact etc Responds to simple greetings and polite forms of expression in Englishhome
languagefacial expressionbody language eg Please work with your friend etc Let us tidy the place (simple 6-8 sentences)
Follows rules of gamesactivities eg Today we will play lsquorelay racersquo Do you know how is it played Irsquoll tell you the rules and wersquoll play
Engages with English cartoons childrenrsquos filmsvisuals eg Describe what you saw in the film and other related questions etc
Shows interest in listening to experiences of her peers and others in English and home language eg All the students had gone for a picnic and are now sharing their experiences
Attends to oral messagestelephonic communications and communicates them in English home language eg Receives messages and conveys Listens to new words and pointsindicates objects and persons eg Listening a story and understanding the meaning of words in context
Understands the story and tells the main action in it (Listening amp Speaking in conjunction) in home languageEnglishsign language
Shows enthusiasm to listen to English poems songs jokes eg Birds sing phone rings Responds to questions asked on textual material narrated stories in English home language eg Do you enjoy train rides
Takes dictation of chunks of words eg describing the classroom Draws with interest after listening to the input eg Follows steps and does the task and
also listens and writes wordssentence with understanding such as let us make an envelope
Enjoys rhyme and rhythm of poems and sings aloud eg I found a shell a curly one Lying on the sand Appreciates music and expresses in actionspeech Listens and co-relates various onomatopoeic sounds talks about them eg Tak tak is anybody there
Speaking Curricular Expectations Able to speak English along with home languageAble to ask questions Able to recite poems say dialogues phrases from stories plays etc Pedagogic Processes Encouraging lip reading to understand words even without sound Creating learning situations to introduce themselves to a new studentanother
teacher a visitorprincipal Familiarizing children with new vocabulary as per their context and making them
speak Using pictures objects realia models and wall displays at eye level large prints and signs Providing input encouraging for participation in class morning assembly programmes Providing situations picturesimagesartifacts to help children speak about them in pairgroups Creating learning situations via-drama storytelling group work role-playmock-
telephonic conversationsconversations between and among family members connecting it with the characters from lessons
Creating learning situations to speak about hobbies games food etc Giving a prompt to help children speak ldquoYou know I read a story which goes like thisrdquo
ldquoOnce my brother played a prank on me rdquo Based on the reading of the text children are encouraged to speak eg comprehension
connecting to previous knowledge
Varying the input as per the special needs of the child with hearing impairment Connecting learning to the real world and encouraging them to ask questions such as
Why canrsquot we play now Encouraging children to imagine and speak about characters and situations using
prompts or pictures to help children create stories Encouraging children to raise queries amp ask questions through various modalities like
visual auditory and kinesthetic Providing poems (from textbooks and other sources chosen by the teacher children
from childrenrsquos magazines childrenrsquos section in newspapers) All the bells are ringing there 10 Providing storiesplays (from textbooks and
beyond the textbook) Learning Indicators (Progression) Speaking Uses simple sentences to introduce herself in English home languagesign language
eg I am Jagat I study in class III I like ice cream and orange juice Speaks as per context eg Given a context from the text or real world gives appropriate
words Participates in different events such as role play poetry recitation drama organized
in school from time to time Speaks about situationspicturesimages in English and home language
Engages in conversation in English and home language with friends teachers and family using simple sentences and Responses eg The kite is flying The aero plane also flies
Narrates her personal experiences anecdotes stories she has read or heard in Englishhome languagesign language eg My pup is very sweet
Makes requests uses greetings and polite forms of expression Expresses her likes and dislikes eg I like to jump and skip Responds especially to the textual questions being asked in both English class and in
other subject classes in Englishhome language Narrates stories (imaginarydreamsactual situations etc) Asks questions about
things around her Asks questions based on the textbeyond the text out of curiositywhile engaging in conversation
Recites rhymes poems songs in groups and individually and through acting out Says phrasesdialogues from storiesplays Retells main idea of the storyplay
Reading They recognize some words in English and make some attempts to read unknown words using initial sounds They mostly rely on illustrations and teacher support to establish meaning in a text and may not understand everything that they read While they continue to use early decoding skills they are not yet able to predict from language context alone because of their yet developing English proficiency Gradually they can follow and read short simple texts along with the teacher and in class as shared reading activities
Curricular Expectations Understand the main idea locate details in the text (seen and unseen) Able to ask questions Understands the form and functions of grammar in context
Pedagogic Processes Providing visualspointing to illustrations in texts to encourage children to read
Familiarizes children with both small and capital letters of the alphabet Facilitating comprehension through various textsmovementactions Facilitating children to locate details sequence of ideas and eventsidentifying main
idea through various types of comprehension questions Facilitating children to relate ideas of the text with personal experience through
questions and interaction Introducing stories to facilitate comprehension Listening to poems showing
understanding through tone volume and action Introducing different kinds of texts such as descriptions stories folktales and poems
Providing beyond the text materials such as advertisements notices etc Facilitating reading of childrenrsquos magazines and childrenrsquos section of newspapers and
enriching the reading habits through exposure to school library reading corner Introducing titles of books movies etc Encouraging children to raise questions based
on their reading Drawing attention towards use of grammar in context and explaining it such as nouns
adjectives etc eg red rose Drawing attention to the use of punctuation through a variety of texts such as use of
capital and small case comma full stop Learning Indicators (Progression) Reading Reads small texts with comprehension Identifies locates main idea details and the
sequence of ideas and events and draws conclusions based on reading Relates ideas with her personal experiences eg After reading a story on travel is able
to connect with her experience of travelling in a bus train etc Reads and relates texts of home language Recognises themes such as triumph of good over evil Engages with different kinds of texts descriptions stories folktales and poems eg
She narrates the story that also deals with similar issues and connects with her life Connects with real life including home languagesign language
Engages in reading beyond the text materials and enjoys reading Infers the meaning of unfamiliar words by reading them in context
Reads titles of books movies captions Asks questions based on the reading or out of curiosity
Uses simple grammar in sentences eg Jamala is a good student Uses appropriate punctuation eg Jatin is my friend
Writing They develop the ability to use some basic conventions of writing in English They write texts using sentence structures based on oral structures and very simple repetitive texts By the end of class III they are beginning to write their own very short simple texts They write with less need for teacher transcription Their attempts at spelling depend on sounds Children begin with one word to phrases to sentences across class levels
Curricular Expectations Able to write short simple texts Pedagogic Processes Facilitating children to form letters and spacing properly Familiarising children with words from the text and immediate surroundings Drawing attention to the use of capital letters and punctuation marks such as full stop
comma question mark etc Giving dictation of sentencesshort paragraphs (listening and writing are developed in conjunction)
Providing texts (seen amp unseen) and encouraging writing answers to comprehension questions Providing verbalvisual clues to develop words sentence paragraphs Encouraging children to write on self family pets and home etc (Giving extra time
for children writing in Braille) Providing examples of writing through a variety of examples Providing examples of wordsphrases (linkers) to indicate sequence such as lsquoandrsquo butrsquo etc Providing examples of written texts to familiarize with grammar in context Familiarizing children with rhyming words creating rhythm through a poem Providing a variety of contexts such as going for a picnic a fair etc and helping them
develop new vocabulary Learning Indicators (Progression) Writing Draws enthusiastically according to the context and writes a little name etc Uses proper spacing between letters words and sentences Writes familiar words phrases simple sentences in Braille or print Uses capital letters and punctuation marks eg Finally I dressed up and went to school Takes dictation of chunks of words eg items needed for class library Writes answers for textual questions after comprehension (Writing is linked to
reading) Writes wordssentence paragraphs with the help of verbalvisual clues eg Pictures of
flowers fruits animals etc and writes Writes descriptions narratives 5-6 simple sentences on personal experiences Describing any event place object eg Look at the fish tank and write three sentences what you see
Uses appropriate punctuation forms in a variety of written texts Writes rhyming words eg Day-bay mouse house etc Makes lists for various purposes eg Prepare a list for class picnic mat water bottle tiffin towel bag etc Contributes for the school magazine (drawing with caption etc)
Concern for Immediate Environment Curricular Expectations
Develop concern for immediate environment (both physical and social) through observation which leads to development of language skills in an integrated manner Pedagogic Processes
Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and providing related vocabulary
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
Month Course Book Assessment
FA Tasks
October L-5 Editing in MS Paint 51 Selecting the Drawing 52 Using Clipboard 53 Image Group 54 Changing the Size of an Image
FA - 3 (Oct-Nov)
1 Class work done in book and notebook
2 Make a greeting card for your teacher using all the tools of MS Paint
November L-6 LOGO A Computer Language 61 LOGO 62 Starting MSW Logo 63 Components of a LOGO 64 LOGO Primitives 65 Repeat Command 66 Exiting LOGO
3 Lab Activity related to L-6
4 Make a list of shortcut of commands on a thick sheet
December L-7 LOGO Arithmetic 71 Revision of LOGO Primitives 72 Print Primitive 73 Calculations in LOGO 74 Print with Logical Operators
FA- 4 (Jan-Feb)
1 Make a poster on LOGO Primitives
2 Lab Activity related to L- 7
3 Lab Activity related to L- 8
4 Crossword related to ldquoMS Wordrdquo
January L-8 Learning MS Word 81 Starting MS Word 2010 82 Parts of MS Word Window 83 Typing Text 84 Creating a New Document 85 Saving a File 86 Printing a Document 87 Closing a Document 88 Opening an Existing Document
February Revision of L-5 to 8 for SA- II Sample PaperndashII(PgNo98) Olympiad Practice Sheet (Pg No 104)
March Revision of all the Chapters for SA II SA -2 L-5 to 8 Complete with MCQ TrueFalse Fill in the blanks Match the Columns Crosswords Identify and label the pictures and Question Answers + Lab Activities related to L 5 to 8 done in the Computer lab
Assessment Rubrics(Source CBSE CCE Manual)
REPORTING STUDENTSrsquo ACHIEVEMENT While reporting studentsrsquo achievement in different areas indirect grading in absolute scale having five points may be used The grades will stand for the following distribution of marks A+ Outstanding 90 - 100 A Excellent 75 - 89 B Very Good 56 - 74 C Good 35 - 55 D Scope for improvement Below 35 The grade of the child can be computed in the achievement card based on the percentage of presence of behaviour indicator in the above category of percentiles Besides certain remarks can be made in scholastic and co-scholastic areas as well as the achievement level of the child These remarks will help the parents and the child to provide the learning skills in that area by devoting more learning efforts Thus continuous and comprehensive evaluation is a useful proposition for improvement of studentsrsquo achievement through continuous diagnosis remediation encouragement and appreciation It requires coordinated and concerted efforts on the part of Principals teachers and parents for the multifaceted personality development of the child The enclosed rating scales are expected to help the teachers in proper placement of students in terms of the different grades
LANGUAGES Aspects Sub-
Skills A+ A B C D
01
Re
ad
ing
Sk
ills
(L
ou
d R
ea
din
g)
Pro
nu
nci
ati
on
Can read short storiesarticleswords on ones own and uses his phonetic skills to pronounce new words
Can read short storiesarticle on ones own most of the time Uses his phonetic skills to pronounce new words most of the time
Can often read short stories with varying speed and guidance most of the time
Can read short stories with varying speed and guidance from the teachers most of the time
Needs help and prompting by the teacher all the time
Flu
en
cy
Can read simplecomplex passages fluently with proper speed expression and pronunciation
Can read simplecomplex passages fluently with speed but needs occasional prompting
Can read simple passages but takes time to read each word lacks fluency speed and expression
Can read simple passages with guidance or prompting most of the time
Fumbles a to while reading even simple sentences Needs help all the time
Co
mp
reh
en
sio
n Can read and
understand text and answer questions correctly
Can read and understand text and answer most of the questions correctly
Can read and understand text and answer some of the questions correctly
Can read and understand text with the help of teacher
Cannot comprehend the text at all
Aspects Sub-Skills
A+ A B C D 0
2 W
riti
ng
Sk
ills
Cre
ati
ve
Wri
tin
g
Can write short stories and paragraphs with accuracy and originality in sentence construction and use of vocabulary Ideas are arranged logically
Can write short stories and paragraphs on a given topic with a fair degree of accuracy Displays originality sometimes Ideas are generally logically arranged
Writes stories and paragraphs but makes quite a few errors
Can write short connected descriptive sentences on ones own with some grammatical errors
Cannot write even short sentences of ones own makes a lot of mistakes
Ha
nd
wri
tin
g
Is neat and legible All letters and strokes are consistent and joined correctly Transcription is error free
Is neat and legible Occasional inconsistency seen in formation of letters and strokes Transcription is error free
Is legible but sometimes inconsistent with his strokes and letters Transcription has occasional errors
Handwriting is not very neat Transcription has many errors
Is neither legible nor consistent
Gra
mm
ar Can write sentences
accurately Can write sentences accurately most of the time
Can write sentences with quite a few errors
Can write sentences with a lot of mistakes
Cannot write with accuracy Needs help very often
Sp
ell
ing
s Can spell all words correctly Tries to spell new words
Can correctly spell all the words most of the time Falters occasionally
Can correctly spell words but sometimes makes mistakes
Makes a lot of spellings mistakes
Cannot spell words properly Has to be helped
Vo
cab
ula
ry Has a rich
vocabulary Often uses new words and phrases in written and spoken forms
Has a good range of vocabulary and phrases Uses new words only most of the time
Has a fair range of vocabulary Uses new words sometimes
Vocabulary is limited to only those words which have been taught in class
Has a poor stock of vocabulary
03
Sp
ea
kin
g
Sk
ills
Co
nv
ers
ati
on
Is fluent and spontaneous Responds to situations appropriately and accurately Can narrate incidentsanecdotes and can participate in a discussion on a given topic with ease
Is fluent and spontaneous most of the time Responds to the situations appropriately but fumbles for words occasionally Can narrate incidentsanecdote and can participate in discussions with efforts
Lacks spontaneity fluency and accuracy sometimes Response time rather long Needs prompting most of the time
Lacks spontaneity fluency and accuracy
Needs help most of the time
Re
cita
tio
n
Can recite a poem or a story with proper speed Dictation expression and tone
Can recite a poem or a story with proper speed or expression but makes occasional mistakes in pronunciation or forgets at times
Can recite a poem or story with occasional prompting Expression is not very strong and effective
Cannot recite an entire poem or story without prompting Pronunciation expression is not appropriate
Recitation is poor Lacks expression
04
Lis
ten
ing
Sk
ills
Co
mp
reh
en
sio
n
Can comprehend oral questions instructions stories poems
Comprehends oral question instructions stories and poems most of the time
Has some difficulty in comprehending Instructions stories or poems Needs guidance quite often
Understands simple conversation in familiar situations Needs simplification or translation most of the time
Cannot understand instructions Needs help all the time
Ex
tra
Re
ad
ing
Can read short storiespoems for pleasure on ones own with complete comprehension Can form opinions and evaluate characters and incidents
Reads storiespoems for pleasure Sometimes needs help in understanding the story Can form opinions and evaluate characters and incidents
Needs a lot of help with understanding of stories and poems Can evaluate a character or a situation only sometimes
Shows lack of interest in reading stories or poems Needs a lot of prompting
Not interested to read at all any extra material of ones own
Act
ivit
ies
P
roje
ct
Participates enthusiastically in activities Projects
Enthusiastically participates in activitiesProjects most of the time
Needs persuasion by the teacher for active participation
Seldom participates in activities projects assigned
Does not participate at all
MATHEMATICS
A+ A B C D
Co
nce
pt
Understands the concepts with logical thinking and good reasoning skill
Understands the concepts thoroughly
Understands the concepts and is able to apply most of them correctly Needs occasional help
Takes more time in understanding new concepts and requires frequent help
Needs help most of the time in understanding the concepts and logically applying them Activity Very confident
Act
ivit
y
Very confident original and creative in-group activities Has tremendous team spirit
Takes keen interest in doing various activities and applying the concepts to real life situations
Quite creative but needs to be more innovative and original
Takes interest but needs to be more systematic and organized
Lacks initiative and is disinterested in-group activity
Ta
ble
s
Has understood the concept of grouping the numbers and knows the tables by heart Can also do dodge tables
Knows the tables but falters a little in dodge tables
Knows the tables but Makes mistakes in tables of higher number Falters in dodge tables
Has not understood the concept of tables Makes a lot of mistakes in dodge tables
Has not learnt the tables Cannot do dodge tables at all
Me
nta
l a
bil
ity
Takes immense delight in working with mathematical problems mentally
Has a good number sense Quick in solving problems mentally
Solves mental sums with ease but at times makes careless mistakes
Can perform mental calculations but falters occasionally
Slow in solving sums mentally
Wri
tte
n
wo
rk
Work is neat and methodical Presentation is a source of inspiration for others
Neat and systematic work
Neat and regular work but sometimes not up to the mark
Often the work is untidy and the figures are shabbily drawn
Untidy work Late in submitting the assignments
ENVIRONMENTAL SCIENCE
En
vir
on
me
nta
l S
en
siti
vit
y
Has the ability to reason does independent thinking has value appreciation for truth and aesthetic sensitivityobservation
Can do some independent thinking and is quite observant with reflexes of occasional appreciation
Can attempt to answer simple questions based on reasoning and observation
Has difficulty in reasoning and observing Can attempt to answer simple questions
Needs prompting to answer simple questions
Act
ivit
y
Pro
ject
Very innovative Collects information is able to present the work neatly does reference work
Work is informative and neat most of the time
Work is informative and more or less neat tends to take support and help
Presentation needs improvement less informative
Work is untidy and files not well kept and work is least informative
Gro
up
D
iscu
ssio
n
Listens to others point of view and is able to add to them Makes interesting observations has a good organization of thoughts
Listens to others View point and hesitates to answer
Listens passively and offers no views hesitates to answer needs occasional help to give views
Has some difficulty in comprehending instructions has to be prodded to give answers
Has difficulty in paying attention and following instructions needs simplification most of the time
SCIENCE C
on
cep
t Excellent ability to understand grasp recall define and reason Understands and differentiates textual material with great case Is able to apply relevant knowledge and tabulate facts well Reads and comprehends text diagram and web chart quickly
Good ability to understand grasp recall define and reasons Understands the textual material with ease Is able to apply relevant knowledge Reads and comprehends text diagram and web chart
Can understand and recall the textual material Is able to apply relevant knowledge and tabulate facts can read and comprehend diagrams and web charts
Can understand grasp recall define and reason Understands the textual material and with help from the teacher Is able to tabulate facts well Reads and comprehends text diagram and web chart with difficulty
Needs continuous guidance in understanding Finds difficulty in reading and comprehending text
Act
ivit
y
Pro
ject
Voluntarily participates in all the activities and enjoys experiments Highly appreciable creative and original in presentation Is explorative innovative and infers a result after experimenting does extensive reference work
Participates in most of the activities and Performs experiments with interest Excellent creative project presentation Is explorative and innovative in experimenting does reference work
Participates in some of the activities and performs some experiments Good project presentation with little creativity Is explorative in experimenting sometimes does reference work
Participates in very few activities and rarely performs any experiments Satisfactory project presentation not very creative Rarely read any reference books
Needs a lot of encouragement to participate in activities or perform experiments Project presentation is not creative and systematic Not interested in extra reading
Sci
en
tifi
c S
kil
ls
Has a very keen observation inquisitive approach likes to experiment in a systematic way and draws accurate diagrams and records information correctly carefully and systematically Is able to analyze draw inference and apply information
Has a keen observation is inquisitive does systematic work and draw neat diagrams records information correctly carefully and systematically Is able to analyze draw inference and apply information
Sometimes inquires about concepts usually does experimentation in a systematic way and draws diagrams correctly Records information Is able to draw inference and apply information with some difficulty
Rarely inquisitive Does experimentation when told not very systematic work and untidy diagrams Is not able to draw inference and apply information
Not interested in experimentation recording or drawing inference Not very tidy and organized in his work Generally disinterested
Gro
up
Dis
cuss
ion
Actively participates and usually leads all group discussions Very often makes interesting observations and adds to the points given Can analyze points critically and generate new ideas
Actively participates Good relations with other members Often makes interesting observations can analyze some points critically
Participates sometimes Satisfactory relations with other members Sometimes makes interesting observations Can analyze few points
Hesitant to participate in-group discussions Poor relations with other members Rarely makes observations Unable to analyze points
A passive participant Never makes observations unable to analyze points
COMPUTER EDUCATION
Sk
ills
Very confident in using graphic skills word processing skills and operating skills
Skilled in operating and word processing skills
Shows excellent eye hand coordination in operating skills
Uses computer to enhance his knowledge on various topics taught in class Uses computer as a tool
Needs help from the buddy to complete his assignments
Ap
titu
de
Excellent in selecting and using different colours creating pictures and identifying different features of multimedia in work presentations
Shows special aptitude in using tools to create shapes and lines
Works with confidence and handles mouse with competence
Is able to combine text and graphics with help from teacher
Takes time to locate keys on the keyboard
GAMES
En
thu
sia
sm Plays with full
intrinsic Motivation
Plays with full intrinsic motivation most of the time
Plays with zeal but of his choice games
Plays but only when commanded
Always gives excuses
Dis
cip
lin
e
Obeys all class discipline voluntarily and plays by following all rules of the game
Obeys all class discipline voluntarily most of the time and plays by following all rules of the games
Obeys class discipline on command and follows rules only suited to his advantage
Obeys due to fear of punishment Follows rules on command with displeasure
Lacks discipline
Te
am
sp
irit
Has team spirit and plays for winning
Has team spirit and plays for winning most of the time
Puts his effort individually
Shows team harmony on and off
Not a team player
Tal
ent
Str
en
gth
a
nd
sta
min
a
spee
d)
Outstanding development of skills and displays high performance
Excellent development of skills and displays high performance most of the time
Very good skill development but performs occasionally
Average skill development
Slow skill development`
MUSIC
Inte
rest
Always very keen to learn and follow given instructions
Very keen to learn and follow instructions most of the time
Needs little drive to learn and start
Sometime shows interest
Does not show much interest
Rh
yth
m Child has a good
sense of rhythm and keeps pace with the beat
Child has a good sense of rhythm and sometimes falters in keeping pace with the beat
Sometimes loses pace with the beat
Sometimes goes off the beat and cannot make it up
Does not have the sense of rhythm
Me
lod
y Child has a good
sense of tune Child has a good sense of tune and goes off key Occasionally
Child goes off key sometimes can come back in tune
Child has the sense of time but goes off key in higher octave
Child does not have much sense of music
PERSONALITY DEVELOPMENT
Co
urt
eo
usn
ess
Very careful about wishing saying sorry thank you and excuse me Always stands up to give respect Always speaks politely and uses good vocabulary never interrupts in between
Wishes others most of the time says sorry thank you and excuse me stands up to give respect speaks politely never interrupts in between
Many times wish others (says sorry thank you and excuse me) Some times interrupts in between speaks politely may times
Sometimes avoids to wish (says sorry thank you and excuse me) Some times speaks politely interrupts in between
Avoids wishing (say sorry thank you and excuse me) Aggressive and impolite
Co
nfi
de
nce
Always very confident in carrying out various activities
Very confident in carrying out various activities most of the time
Confident in carrying out most of the activities
Quite confident but needs to come up with hisher ideas
Needs to develop confidence
Ca
re o
f B
elo
ng
ing
s Always respects the belongings and takes care
Takes care of self as well as others property most of the time
Most of the times takes care of belongings
Takes care but does not bother about others
Careless about self as well as others property
Ne
atn
ess
Always wears proper and neat uniform Very careful about personal hygiene
Wears proper and neat uniform Sometime nailshairteeth not clean
Wears proper and neat uniform most of the time
Most of the times in improper uniform often not careful about hygiene
Often untidily dressed
Re
gu
lari
ty a
nd
p
un
ctu
ali
ty
Very particular about being regular and punctual to school classroom Always regular in doing and submitting assignments and projects
Often particular about being regular and punctual to schoolclassroom often regular in doing and submitting assignments and projects
Sometimes particular about being regular and punctual Sometimes late in submitting assignments
Sometimes irregular and not punctual to schoolclassroom Sometimes late in submitting assignments and projects
Irregular and sometimes late to schoolclassroom Rarely submits assignments and projects in time
Init
iati
ve
Always tries to do things independently Always ready to participate in oral discussionsextra curricular activities
Most of the times tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Often tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Sometimes tries to do things independently Sometimes ready to participate in oral discussionsextra curricular activities
Never does things independently a voids participating in oral discussionsextra curricular activities
Sp
irit
of
serv
ice
Always volunteers to participate in all activities for a social cause Always ready to help others
Volunteers to participate in activities for a social cause most of the time Often ready to help others
Often volunteers to participate in activities for a social cause Often helps others
Sometimes volunteers to participate in activities for a social cause Sometimes helps others
Rarely participates in activities for a social cause Never bothers to help others
Re
spe
ct o
the
rs
pro
pe
rty
Always follows rules and regulations Takes good care of property and consciously makes efforts to keep the environment clean
Most of the time follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Often follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Sometimes follows rules and regulations Does bother about others property Sometimes litters hisher surroundings
Does not follow rules and regulations Is not sensitive about others property Often litters hisher surroundings
Se
lf c
on
tro
l
Well disciplined in the classroom corridors staircase Never misbehaves or fights in the playgroundbreak Emotionally a balanced child
Disciplined in the classroomcorridorsstair case most of the time Never misbehaves or fights in the playgroundbreak
Disciplined in the classroomcorridors staircase most of the time Occasionally misbehaves or fights in the playground break
Disciplined in the classroom but not in corridors staircase Often misbehaves or fightsbullies in the play groundbreak
Indiscipline in the classroomcorridorsstaircase Mostly misbehaves fights bullies in the playgroundbreak
ART amp CRAFT
Inte
rest
Shows great enjoyment and aptitude for drawing and painting - recognizes the value of art
Shows great enjoyment and aptitude for drawing and painting ndash recognizes the value of art most of the time
Enjoys drawing and painting Shows imagination some time
Prefers to be guided than using his own imagination
Prefers to reproduce what is seen Needs repeated instruction
Cre
ati
vit
y
Has original drawing and innovativeness in the work Shows more feeling and expressions in hisher work
Has original drawing and innovativeness in the work shows more feeling and expressions in hisher work most of the time
Good at reproducing Shows feelings and emotions
Can communicate the ideas in terms of effect and appeal
Lacks creativity and looks for ideas and instructions from the teachers
Sk
ill
Excellent development of skills and high performance
Excellent development of skills and high performance most of the time
Skills development is good but performs occasionally
Very slow skill development
No skills
Learning Indicators (Source NCERT CCE Manual)
ENGLISH
At the end of class III learners will be able to do the following (Learning outcomes) Talk about themselves members of the family and the people in their surroundings Follow simple instructions requests and questions and use formulaic expressions
appropriately Enjoy doing tasks (including singing a rhyme or identifying a person object or thing)
in English Recognize whole words or chunks of language Recognize small and capital forms of
English alphabet both in context and in isolation Read simple wordsshort sentences with the help of pictures and understand them
Write simple wordsphrasesshort sentences Listening Curricular Expectations Understand simple English language spoken in their immediate environment Enthusiasm to listen to English with understanding Appreciate non-verbal clues and respond through speaking body language
Pedagogic Processes Clear lip movement for children with hearing impairment to lip read
Familiarizing children with day to day spoken English (small sentences and phrases) in class assembly playground etc with peersgroups
Creating learning situations for using greetings and polite forms of expression Using formulaic expressions such as lsquoSit in a circlersquo and helping children become familiar with these expressions and use them
Familiarizing children with the sound system of English through chunks of language such as ldquoan applerdquo and connecting it with visualsrealia
Giving oral instructions for gamesactivities in simple English Introducing content and devising tasks that encourage children to draw on diverse
experiences and make connections with what is worthwhile and important to them Encouraging children to watch English cartoons (Listening and speaking are
developing in conjunction) and speak about it Providing input via audio-videoreading out from material and generating interest
through pair and group workrole-play Facilitating pairgroup work where children share their experiences
Providing learning situations such as role play to listen and communicate messages Using picture clips photos singing storytelling effective questions music etc
Narrating variety of stories from the textbook and beyond helping children to talk about the main idea Using a number of facial expressions dramatizing and picturising stories
Asking questions based on the texts using mother tongue and scaffolding wherever necessary using role play
Reading aloud action songspoems encouraging children to sing collectively (Listening and speaking are connected) using gestures
Giving dictation of a few simple sentences to enable children to listen and write (Listening is linked with speakingwriting)
Playing music (non-verbal) and encouraging children to express themselves through speech action dance drama photographs film clips puppets comics displays and singing
Drawing attention to onomatopoeic sounds such as a tap-tap buzz grrr etc
Learning Indicators (Progression) Listening Responds to English words and sentences used in classschool in home
languageEnglish eg mode of transportation post office other sources etc and reads the poem aloud and
enact etc Responds to simple greetings and polite forms of expression in Englishhome
languagefacial expressionbody language eg Please work with your friend etc Let us tidy the place (simple 6-8 sentences)
Follows rules of gamesactivities eg Today we will play lsquorelay racersquo Do you know how is it played Irsquoll tell you the rules and wersquoll play
Engages with English cartoons childrenrsquos filmsvisuals eg Describe what you saw in the film and other related questions etc
Shows interest in listening to experiences of her peers and others in English and home language eg All the students had gone for a picnic and are now sharing their experiences
Attends to oral messagestelephonic communications and communicates them in English home language eg Receives messages and conveys Listens to new words and pointsindicates objects and persons eg Listening a story and understanding the meaning of words in context
Understands the story and tells the main action in it (Listening amp Speaking in conjunction) in home languageEnglishsign language
Shows enthusiasm to listen to English poems songs jokes eg Birds sing phone rings Responds to questions asked on textual material narrated stories in English home language eg Do you enjoy train rides
Takes dictation of chunks of words eg describing the classroom Draws with interest after listening to the input eg Follows steps and does the task and
also listens and writes wordssentence with understanding such as let us make an envelope
Enjoys rhyme and rhythm of poems and sings aloud eg I found a shell a curly one Lying on the sand Appreciates music and expresses in actionspeech Listens and co-relates various onomatopoeic sounds talks about them eg Tak tak is anybody there
Speaking Curricular Expectations Able to speak English along with home languageAble to ask questions Able to recite poems say dialogues phrases from stories plays etc Pedagogic Processes Encouraging lip reading to understand words even without sound Creating learning situations to introduce themselves to a new studentanother
teacher a visitorprincipal Familiarizing children with new vocabulary as per their context and making them
speak Using pictures objects realia models and wall displays at eye level large prints and signs Providing input encouraging for participation in class morning assembly programmes Providing situations picturesimagesartifacts to help children speak about them in pairgroups Creating learning situations via-drama storytelling group work role-playmock-
telephonic conversationsconversations between and among family members connecting it with the characters from lessons
Creating learning situations to speak about hobbies games food etc Giving a prompt to help children speak ldquoYou know I read a story which goes like thisrdquo
ldquoOnce my brother played a prank on me rdquo Based on the reading of the text children are encouraged to speak eg comprehension
connecting to previous knowledge
Varying the input as per the special needs of the child with hearing impairment Connecting learning to the real world and encouraging them to ask questions such as
Why canrsquot we play now Encouraging children to imagine and speak about characters and situations using
prompts or pictures to help children create stories Encouraging children to raise queries amp ask questions through various modalities like
visual auditory and kinesthetic Providing poems (from textbooks and other sources chosen by the teacher children
from childrenrsquos magazines childrenrsquos section in newspapers) All the bells are ringing there 10 Providing storiesplays (from textbooks and
beyond the textbook) Learning Indicators (Progression) Speaking Uses simple sentences to introduce herself in English home languagesign language
eg I am Jagat I study in class III I like ice cream and orange juice Speaks as per context eg Given a context from the text or real world gives appropriate
words Participates in different events such as role play poetry recitation drama organized
in school from time to time Speaks about situationspicturesimages in English and home language
Engages in conversation in English and home language with friends teachers and family using simple sentences and Responses eg The kite is flying The aero plane also flies
Narrates her personal experiences anecdotes stories she has read or heard in Englishhome languagesign language eg My pup is very sweet
Makes requests uses greetings and polite forms of expression Expresses her likes and dislikes eg I like to jump and skip Responds especially to the textual questions being asked in both English class and in
other subject classes in Englishhome language Narrates stories (imaginarydreamsactual situations etc) Asks questions about
things around her Asks questions based on the textbeyond the text out of curiositywhile engaging in conversation
Recites rhymes poems songs in groups and individually and through acting out Says phrasesdialogues from storiesplays Retells main idea of the storyplay
Reading They recognize some words in English and make some attempts to read unknown words using initial sounds They mostly rely on illustrations and teacher support to establish meaning in a text and may not understand everything that they read While they continue to use early decoding skills they are not yet able to predict from language context alone because of their yet developing English proficiency Gradually they can follow and read short simple texts along with the teacher and in class as shared reading activities
Curricular Expectations Understand the main idea locate details in the text (seen and unseen) Able to ask questions Understands the form and functions of grammar in context
Pedagogic Processes Providing visualspointing to illustrations in texts to encourage children to read
Familiarizes children with both small and capital letters of the alphabet Facilitating comprehension through various textsmovementactions Facilitating children to locate details sequence of ideas and eventsidentifying main
idea through various types of comprehension questions Facilitating children to relate ideas of the text with personal experience through
questions and interaction Introducing stories to facilitate comprehension Listening to poems showing
understanding through tone volume and action Introducing different kinds of texts such as descriptions stories folktales and poems
Providing beyond the text materials such as advertisements notices etc Facilitating reading of childrenrsquos magazines and childrenrsquos section of newspapers and
enriching the reading habits through exposure to school library reading corner Introducing titles of books movies etc Encouraging children to raise questions based
on their reading Drawing attention towards use of grammar in context and explaining it such as nouns
adjectives etc eg red rose Drawing attention to the use of punctuation through a variety of texts such as use of
capital and small case comma full stop Learning Indicators (Progression) Reading Reads small texts with comprehension Identifies locates main idea details and the
sequence of ideas and events and draws conclusions based on reading Relates ideas with her personal experiences eg After reading a story on travel is able
to connect with her experience of travelling in a bus train etc Reads and relates texts of home language Recognises themes such as triumph of good over evil Engages with different kinds of texts descriptions stories folktales and poems eg
She narrates the story that also deals with similar issues and connects with her life Connects with real life including home languagesign language
Engages in reading beyond the text materials and enjoys reading Infers the meaning of unfamiliar words by reading them in context
Reads titles of books movies captions Asks questions based on the reading or out of curiosity
Uses simple grammar in sentences eg Jamala is a good student Uses appropriate punctuation eg Jatin is my friend
Writing They develop the ability to use some basic conventions of writing in English They write texts using sentence structures based on oral structures and very simple repetitive texts By the end of class III they are beginning to write their own very short simple texts They write with less need for teacher transcription Their attempts at spelling depend on sounds Children begin with one word to phrases to sentences across class levels
Curricular Expectations Able to write short simple texts Pedagogic Processes Facilitating children to form letters and spacing properly Familiarising children with words from the text and immediate surroundings Drawing attention to the use of capital letters and punctuation marks such as full stop
comma question mark etc Giving dictation of sentencesshort paragraphs (listening and writing are developed in conjunction)
Providing texts (seen amp unseen) and encouraging writing answers to comprehension questions Providing verbalvisual clues to develop words sentence paragraphs Encouraging children to write on self family pets and home etc (Giving extra time
for children writing in Braille) Providing examples of writing through a variety of examples Providing examples of wordsphrases (linkers) to indicate sequence such as lsquoandrsquo butrsquo etc Providing examples of written texts to familiarize with grammar in context Familiarizing children with rhyming words creating rhythm through a poem Providing a variety of contexts such as going for a picnic a fair etc and helping them
develop new vocabulary Learning Indicators (Progression) Writing Draws enthusiastically according to the context and writes a little name etc Uses proper spacing between letters words and sentences Writes familiar words phrases simple sentences in Braille or print Uses capital letters and punctuation marks eg Finally I dressed up and went to school Takes dictation of chunks of words eg items needed for class library Writes answers for textual questions after comprehension (Writing is linked to
reading) Writes wordssentence paragraphs with the help of verbalvisual clues eg Pictures of
flowers fruits animals etc and writes Writes descriptions narratives 5-6 simple sentences on personal experiences Describing any event place object eg Look at the fish tank and write three sentences what you see
Uses appropriate punctuation forms in a variety of written texts Writes rhyming words eg Day-bay mouse house etc Makes lists for various purposes eg Prepare a list for class picnic mat water bottle tiffin towel bag etc Contributes for the school magazine (drawing with caption etc)
Concern for Immediate Environment Curricular Expectations
Develop concern for immediate environment (both physical and social) through observation which leads to development of language skills in an integrated manner Pedagogic Processes
Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and providing related vocabulary
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
Assessment Rubrics(Source CBSE CCE Manual)
REPORTING STUDENTSrsquo ACHIEVEMENT While reporting studentsrsquo achievement in different areas indirect grading in absolute scale having five points may be used The grades will stand for the following distribution of marks A+ Outstanding 90 - 100 A Excellent 75 - 89 B Very Good 56 - 74 C Good 35 - 55 D Scope for improvement Below 35 The grade of the child can be computed in the achievement card based on the percentage of presence of behaviour indicator in the above category of percentiles Besides certain remarks can be made in scholastic and co-scholastic areas as well as the achievement level of the child These remarks will help the parents and the child to provide the learning skills in that area by devoting more learning efforts Thus continuous and comprehensive evaluation is a useful proposition for improvement of studentsrsquo achievement through continuous diagnosis remediation encouragement and appreciation It requires coordinated and concerted efforts on the part of Principals teachers and parents for the multifaceted personality development of the child The enclosed rating scales are expected to help the teachers in proper placement of students in terms of the different grades
LANGUAGES Aspects Sub-
Skills A+ A B C D
01
Re
ad
ing
Sk
ills
(L
ou
d R
ea
din
g)
Pro
nu
nci
ati
on
Can read short storiesarticleswords on ones own and uses his phonetic skills to pronounce new words
Can read short storiesarticle on ones own most of the time Uses his phonetic skills to pronounce new words most of the time
Can often read short stories with varying speed and guidance most of the time
Can read short stories with varying speed and guidance from the teachers most of the time
Needs help and prompting by the teacher all the time
Flu
en
cy
Can read simplecomplex passages fluently with proper speed expression and pronunciation
Can read simplecomplex passages fluently with speed but needs occasional prompting
Can read simple passages but takes time to read each word lacks fluency speed and expression
Can read simple passages with guidance or prompting most of the time
Fumbles a to while reading even simple sentences Needs help all the time
Co
mp
reh
en
sio
n Can read and
understand text and answer questions correctly
Can read and understand text and answer most of the questions correctly
Can read and understand text and answer some of the questions correctly
Can read and understand text with the help of teacher
Cannot comprehend the text at all
Aspects Sub-Skills
A+ A B C D 0
2 W
riti
ng
Sk
ills
Cre
ati
ve
Wri
tin
g
Can write short stories and paragraphs with accuracy and originality in sentence construction and use of vocabulary Ideas are arranged logically
Can write short stories and paragraphs on a given topic with a fair degree of accuracy Displays originality sometimes Ideas are generally logically arranged
Writes stories and paragraphs but makes quite a few errors
Can write short connected descriptive sentences on ones own with some grammatical errors
Cannot write even short sentences of ones own makes a lot of mistakes
Ha
nd
wri
tin
g
Is neat and legible All letters and strokes are consistent and joined correctly Transcription is error free
Is neat and legible Occasional inconsistency seen in formation of letters and strokes Transcription is error free
Is legible but sometimes inconsistent with his strokes and letters Transcription has occasional errors
Handwriting is not very neat Transcription has many errors
Is neither legible nor consistent
Gra
mm
ar Can write sentences
accurately Can write sentences accurately most of the time
Can write sentences with quite a few errors
Can write sentences with a lot of mistakes
Cannot write with accuracy Needs help very often
Sp
ell
ing
s Can spell all words correctly Tries to spell new words
Can correctly spell all the words most of the time Falters occasionally
Can correctly spell words but sometimes makes mistakes
Makes a lot of spellings mistakes
Cannot spell words properly Has to be helped
Vo
cab
ula
ry Has a rich
vocabulary Often uses new words and phrases in written and spoken forms
Has a good range of vocabulary and phrases Uses new words only most of the time
Has a fair range of vocabulary Uses new words sometimes
Vocabulary is limited to only those words which have been taught in class
Has a poor stock of vocabulary
03
Sp
ea
kin
g
Sk
ills
Co
nv
ers
ati
on
Is fluent and spontaneous Responds to situations appropriately and accurately Can narrate incidentsanecdotes and can participate in a discussion on a given topic with ease
Is fluent and spontaneous most of the time Responds to the situations appropriately but fumbles for words occasionally Can narrate incidentsanecdote and can participate in discussions with efforts
Lacks spontaneity fluency and accuracy sometimes Response time rather long Needs prompting most of the time
Lacks spontaneity fluency and accuracy
Needs help most of the time
Re
cita
tio
n
Can recite a poem or a story with proper speed Dictation expression and tone
Can recite a poem or a story with proper speed or expression but makes occasional mistakes in pronunciation or forgets at times
Can recite a poem or story with occasional prompting Expression is not very strong and effective
Cannot recite an entire poem or story without prompting Pronunciation expression is not appropriate
Recitation is poor Lacks expression
04
Lis
ten
ing
Sk
ills
Co
mp
reh
en
sio
n
Can comprehend oral questions instructions stories poems
Comprehends oral question instructions stories and poems most of the time
Has some difficulty in comprehending Instructions stories or poems Needs guidance quite often
Understands simple conversation in familiar situations Needs simplification or translation most of the time
Cannot understand instructions Needs help all the time
Ex
tra
Re
ad
ing
Can read short storiespoems for pleasure on ones own with complete comprehension Can form opinions and evaluate characters and incidents
Reads storiespoems for pleasure Sometimes needs help in understanding the story Can form opinions and evaluate characters and incidents
Needs a lot of help with understanding of stories and poems Can evaluate a character or a situation only sometimes
Shows lack of interest in reading stories or poems Needs a lot of prompting
Not interested to read at all any extra material of ones own
Act
ivit
ies
P
roje
ct
Participates enthusiastically in activities Projects
Enthusiastically participates in activitiesProjects most of the time
Needs persuasion by the teacher for active participation
Seldom participates in activities projects assigned
Does not participate at all
MATHEMATICS
A+ A B C D
Co
nce
pt
Understands the concepts with logical thinking and good reasoning skill
Understands the concepts thoroughly
Understands the concepts and is able to apply most of them correctly Needs occasional help
Takes more time in understanding new concepts and requires frequent help
Needs help most of the time in understanding the concepts and logically applying them Activity Very confident
Act
ivit
y
Very confident original and creative in-group activities Has tremendous team spirit
Takes keen interest in doing various activities and applying the concepts to real life situations
Quite creative but needs to be more innovative and original
Takes interest but needs to be more systematic and organized
Lacks initiative and is disinterested in-group activity
Ta
ble
s
Has understood the concept of grouping the numbers and knows the tables by heart Can also do dodge tables
Knows the tables but falters a little in dodge tables
Knows the tables but Makes mistakes in tables of higher number Falters in dodge tables
Has not understood the concept of tables Makes a lot of mistakes in dodge tables
Has not learnt the tables Cannot do dodge tables at all
Me
nta
l a
bil
ity
Takes immense delight in working with mathematical problems mentally
Has a good number sense Quick in solving problems mentally
Solves mental sums with ease but at times makes careless mistakes
Can perform mental calculations but falters occasionally
Slow in solving sums mentally
Wri
tte
n
wo
rk
Work is neat and methodical Presentation is a source of inspiration for others
Neat and systematic work
Neat and regular work but sometimes not up to the mark
Often the work is untidy and the figures are shabbily drawn
Untidy work Late in submitting the assignments
ENVIRONMENTAL SCIENCE
En
vir
on
me
nta
l S
en
siti
vit
y
Has the ability to reason does independent thinking has value appreciation for truth and aesthetic sensitivityobservation
Can do some independent thinking and is quite observant with reflexes of occasional appreciation
Can attempt to answer simple questions based on reasoning and observation
Has difficulty in reasoning and observing Can attempt to answer simple questions
Needs prompting to answer simple questions
Act
ivit
y
Pro
ject
Very innovative Collects information is able to present the work neatly does reference work
Work is informative and neat most of the time
Work is informative and more or less neat tends to take support and help
Presentation needs improvement less informative
Work is untidy and files not well kept and work is least informative
Gro
up
D
iscu
ssio
n
Listens to others point of view and is able to add to them Makes interesting observations has a good organization of thoughts
Listens to others View point and hesitates to answer
Listens passively and offers no views hesitates to answer needs occasional help to give views
Has some difficulty in comprehending instructions has to be prodded to give answers
Has difficulty in paying attention and following instructions needs simplification most of the time
SCIENCE C
on
cep
t Excellent ability to understand grasp recall define and reason Understands and differentiates textual material with great case Is able to apply relevant knowledge and tabulate facts well Reads and comprehends text diagram and web chart quickly
Good ability to understand grasp recall define and reasons Understands the textual material with ease Is able to apply relevant knowledge Reads and comprehends text diagram and web chart
Can understand and recall the textual material Is able to apply relevant knowledge and tabulate facts can read and comprehend diagrams and web charts
Can understand grasp recall define and reason Understands the textual material and with help from the teacher Is able to tabulate facts well Reads and comprehends text diagram and web chart with difficulty
Needs continuous guidance in understanding Finds difficulty in reading and comprehending text
Act
ivit
y
Pro
ject
Voluntarily participates in all the activities and enjoys experiments Highly appreciable creative and original in presentation Is explorative innovative and infers a result after experimenting does extensive reference work
Participates in most of the activities and Performs experiments with interest Excellent creative project presentation Is explorative and innovative in experimenting does reference work
Participates in some of the activities and performs some experiments Good project presentation with little creativity Is explorative in experimenting sometimes does reference work
Participates in very few activities and rarely performs any experiments Satisfactory project presentation not very creative Rarely read any reference books
Needs a lot of encouragement to participate in activities or perform experiments Project presentation is not creative and systematic Not interested in extra reading
Sci
en
tifi
c S
kil
ls
Has a very keen observation inquisitive approach likes to experiment in a systematic way and draws accurate diagrams and records information correctly carefully and systematically Is able to analyze draw inference and apply information
Has a keen observation is inquisitive does systematic work and draw neat diagrams records information correctly carefully and systematically Is able to analyze draw inference and apply information
Sometimes inquires about concepts usually does experimentation in a systematic way and draws diagrams correctly Records information Is able to draw inference and apply information with some difficulty
Rarely inquisitive Does experimentation when told not very systematic work and untidy diagrams Is not able to draw inference and apply information
Not interested in experimentation recording or drawing inference Not very tidy and organized in his work Generally disinterested
Gro
up
Dis
cuss
ion
Actively participates and usually leads all group discussions Very often makes interesting observations and adds to the points given Can analyze points critically and generate new ideas
Actively participates Good relations with other members Often makes interesting observations can analyze some points critically
Participates sometimes Satisfactory relations with other members Sometimes makes interesting observations Can analyze few points
Hesitant to participate in-group discussions Poor relations with other members Rarely makes observations Unable to analyze points
A passive participant Never makes observations unable to analyze points
COMPUTER EDUCATION
Sk
ills
Very confident in using graphic skills word processing skills and operating skills
Skilled in operating and word processing skills
Shows excellent eye hand coordination in operating skills
Uses computer to enhance his knowledge on various topics taught in class Uses computer as a tool
Needs help from the buddy to complete his assignments
Ap
titu
de
Excellent in selecting and using different colours creating pictures and identifying different features of multimedia in work presentations
Shows special aptitude in using tools to create shapes and lines
Works with confidence and handles mouse with competence
Is able to combine text and graphics with help from teacher
Takes time to locate keys on the keyboard
GAMES
En
thu
sia
sm Plays with full
intrinsic Motivation
Plays with full intrinsic motivation most of the time
Plays with zeal but of his choice games
Plays but only when commanded
Always gives excuses
Dis
cip
lin
e
Obeys all class discipline voluntarily and plays by following all rules of the game
Obeys all class discipline voluntarily most of the time and plays by following all rules of the games
Obeys class discipline on command and follows rules only suited to his advantage
Obeys due to fear of punishment Follows rules on command with displeasure
Lacks discipline
Te
am
sp
irit
Has team spirit and plays for winning
Has team spirit and plays for winning most of the time
Puts his effort individually
Shows team harmony on and off
Not a team player
Tal
ent
Str
en
gth
a
nd
sta
min
a
spee
d)
Outstanding development of skills and displays high performance
Excellent development of skills and displays high performance most of the time
Very good skill development but performs occasionally
Average skill development
Slow skill development`
MUSIC
Inte
rest
Always very keen to learn and follow given instructions
Very keen to learn and follow instructions most of the time
Needs little drive to learn and start
Sometime shows interest
Does not show much interest
Rh
yth
m Child has a good
sense of rhythm and keeps pace with the beat
Child has a good sense of rhythm and sometimes falters in keeping pace with the beat
Sometimes loses pace with the beat
Sometimes goes off the beat and cannot make it up
Does not have the sense of rhythm
Me
lod
y Child has a good
sense of tune Child has a good sense of tune and goes off key Occasionally
Child goes off key sometimes can come back in tune
Child has the sense of time but goes off key in higher octave
Child does not have much sense of music
PERSONALITY DEVELOPMENT
Co
urt
eo
usn
ess
Very careful about wishing saying sorry thank you and excuse me Always stands up to give respect Always speaks politely and uses good vocabulary never interrupts in between
Wishes others most of the time says sorry thank you and excuse me stands up to give respect speaks politely never interrupts in between
Many times wish others (says sorry thank you and excuse me) Some times interrupts in between speaks politely may times
Sometimes avoids to wish (says sorry thank you and excuse me) Some times speaks politely interrupts in between
Avoids wishing (say sorry thank you and excuse me) Aggressive and impolite
Co
nfi
de
nce
Always very confident in carrying out various activities
Very confident in carrying out various activities most of the time
Confident in carrying out most of the activities
Quite confident but needs to come up with hisher ideas
Needs to develop confidence
Ca
re o
f B
elo
ng
ing
s Always respects the belongings and takes care
Takes care of self as well as others property most of the time
Most of the times takes care of belongings
Takes care but does not bother about others
Careless about self as well as others property
Ne
atn
ess
Always wears proper and neat uniform Very careful about personal hygiene
Wears proper and neat uniform Sometime nailshairteeth not clean
Wears proper and neat uniform most of the time
Most of the times in improper uniform often not careful about hygiene
Often untidily dressed
Re
gu
lari
ty a
nd
p
un
ctu
ali
ty
Very particular about being regular and punctual to school classroom Always regular in doing and submitting assignments and projects
Often particular about being regular and punctual to schoolclassroom often regular in doing and submitting assignments and projects
Sometimes particular about being regular and punctual Sometimes late in submitting assignments
Sometimes irregular and not punctual to schoolclassroom Sometimes late in submitting assignments and projects
Irregular and sometimes late to schoolclassroom Rarely submits assignments and projects in time
Init
iati
ve
Always tries to do things independently Always ready to participate in oral discussionsextra curricular activities
Most of the times tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Often tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Sometimes tries to do things independently Sometimes ready to participate in oral discussionsextra curricular activities
Never does things independently a voids participating in oral discussionsextra curricular activities
Sp
irit
of
serv
ice
Always volunteers to participate in all activities for a social cause Always ready to help others
Volunteers to participate in activities for a social cause most of the time Often ready to help others
Often volunteers to participate in activities for a social cause Often helps others
Sometimes volunteers to participate in activities for a social cause Sometimes helps others
Rarely participates in activities for a social cause Never bothers to help others
Re
spe
ct o
the
rs
pro
pe
rty
Always follows rules and regulations Takes good care of property and consciously makes efforts to keep the environment clean
Most of the time follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Often follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Sometimes follows rules and regulations Does bother about others property Sometimes litters hisher surroundings
Does not follow rules and regulations Is not sensitive about others property Often litters hisher surroundings
Se
lf c
on
tro
l
Well disciplined in the classroom corridors staircase Never misbehaves or fights in the playgroundbreak Emotionally a balanced child
Disciplined in the classroomcorridorsstair case most of the time Never misbehaves or fights in the playgroundbreak
Disciplined in the classroomcorridors staircase most of the time Occasionally misbehaves or fights in the playground break
Disciplined in the classroom but not in corridors staircase Often misbehaves or fightsbullies in the play groundbreak
Indiscipline in the classroomcorridorsstaircase Mostly misbehaves fights bullies in the playgroundbreak
ART amp CRAFT
Inte
rest
Shows great enjoyment and aptitude for drawing and painting - recognizes the value of art
Shows great enjoyment and aptitude for drawing and painting ndash recognizes the value of art most of the time
Enjoys drawing and painting Shows imagination some time
Prefers to be guided than using his own imagination
Prefers to reproduce what is seen Needs repeated instruction
Cre
ati
vit
y
Has original drawing and innovativeness in the work Shows more feeling and expressions in hisher work
Has original drawing and innovativeness in the work shows more feeling and expressions in hisher work most of the time
Good at reproducing Shows feelings and emotions
Can communicate the ideas in terms of effect and appeal
Lacks creativity and looks for ideas and instructions from the teachers
Sk
ill
Excellent development of skills and high performance
Excellent development of skills and high performance most of the time
Skills development is good but performs occasionally
Very slow skill development
No skills
Learning Indicators (Source NCERT CCE Manual)
ENGLISH
At the end of class III learners will be able to do the following (Learning outcomes) Talk about themselves members of the family and the people in their surroundings Follow simple instructions requests and questions and use formulaic expressions
appropriately Enjoy doing tasks (including singing a rhyme or identifying a person object or thing)
in English Recognize whole words or chunks of language Recognize small and capital forms of
English alphabet both in context and in isolation Read simple wordsshort sentences with the help of pictures and understand them
Write simple wordsphrasesshort sentences Listening Curricular Expectations Understand simple English language spoken in their immediate environment Enthusiasm to listen to English with understanding Appreciate non-verbal clues and respond through speaking body language
Pedagogic Processes Clear lip movement for children with hearing impairment to lip read
Familiarizing children with day to day spoken English (small sentences and phrases) in class assembly playground etc with peersgroups
Creating learning situations for using greetings and polite forms of expression Using formulaic expressions such as lsquoSit in a circlersquo and helping children become familiar with these expressions and use them
Familiarizing children with the sound system of English through chunks of language such as ldquoan applerdquo and connecting it with visualsrealia
Giving oral instructions for gamesactivities in simple English Introducing content and devising tasks that encourage children to draw on diverse
experiences and make connections with what is worthwhile and important to them Encouraging children to watch English cartoons (Listening and speaking are
developing in conjunction) and speak about it Providing input via audio-videoreading out from material and generating interest
through pair and group workrole-play Facilitating pairgroup work where children share their experiences
Providing learning situations such as role play to listen and communicate messages Using picture clips photos singing storytelling effective questions music etc
Narrating variety of stories from the textbook and beyond helping children to talk about the main idea Using a number of facial expressions dramatizing and picturising stories
Asking questions based on the texts using mother tongue and scaffolding wherever necessary using role play
Reading aloud action songspoems encouraging children to sing collectively (Listening and speaking are connected) using gestures
Giving dictation of a few simple sentences to enable children to listen and write (Listening is linked with speakingwriting)
Playing music (non-verbal) and encouraging children to express themselves through speech action dance drama photographs film clips puppets comics displays and singing
Drawing attention to onomatopoeic sounds such as a tap-tap buzz grrr etc
Learning Indicators (Progression) Listening Responds to English words and sentences used in classschool in home
languageEnglish eg mode of transportation post office other sources etc and reads the poem aloud and
enact etc Responds to simple greetings and polite forms of expression in Englishhome
languagefacial expressionbody language eg Please work with your friend etc Let us tidy the place (simple 6-8 sentences)
Follows rules of gamesactivities eg Today we will play lsquorelay racersquo Do you know how is it played Irsquoll tell you the rules and wersquoll play
Engages with English cartoons childrenrsquos filmsvisuals eg Describe what you saw in the film and other related questions etc
Shows interest in listening to experiences of her peers and others in English and home language eg All the students had gone for a picnic and are now sharing their experiences
Attends to oral messagestelephonic communications and communicates them in English home language eg Receives messages and conveys Listens to new words and pointsindicates objects and persons eg Listening a story and understanding the meaning of words in context
Understands the story and tells the main action in it (Listening amp Speaking in conjunction) in home languageEnglishsign language
Shows enthusiasm to listen to English poems songs jokes eg Birds sing phone rings Responds to questions asked on textual material narrated stories in English home language eg Do you enjoy train rides
Takes dictation of chunks of words eg describing the classroom Draws with interest after listening to the input eg Follows steps and does the task and
also listens and writes wordssentence with understanding such as let us make an envelope
Enjoys rhyme and rhythm of poems and sings aloud eg I found a shell a curly one Lying on the sand Appreciates music and expresses in actionspeech Listens and co-relates various onomatopoeic sounds talks about them eg Tak tak is anybody there
Speaking Curricular Expectations Able to speak English along with home languageAble to ask questions Able to recite poems say dialogues phrases from stories plays etc Pedagogic Processes Encouraging lip reading to understand words even without sound Creating learning situations to introduce themselves to a new studentanother
teacher a visitorprincipal Familiarizing children with new vocabulary as per their context and making them
speak Using pictures objects realia models and wall displays at eye level large prints and signs Providing input encouraging for participation in class morning assembly programmes Providing situations picturesimagesartifacts to help children speak about them in pairgroups Creating learning situations via-drama storytelling group work role-playmock-
telephonic conversationsconversations between and among family members connecting it with the characters from lessons
Creating learning situations to speak about hobbies games food etc Giving a prompt to help children speak ldquoYou know I read a story which goes like thisrdquo
ldquoOnce my brother played a prank on me rdquo Based on the reading of the text children are encouraged to speak eg comprehension
connecting to previous knowledge
Varying the input as per the special needs of the child with hearing impairment Connecting learning to the real world and encouraging them to ask questions such as
Why canrsquot we play now Encouraging children to imagine and speak about characters and situations using
prompts or pictures to help children create stories Encouraging children to raise queries amp ask questions through various modalities like
visual auditory and kinesthetic Providing poems (from textbooks and other sources chosen by the teacher children
from childrenrsquos magazines childrenrsquos section in newspapers) All the bells are ringing there 10 Providing storiesplays (from textbooks and
beyond the textbook) Learning Indicators (Progression) Speaking Uses simple sentences to introduce herself in English home languagesign language
eg I am Jagat I study in class III I like ice cream and orange juice Speaks as per context eg Given a context from the text or real world gives appropriate
words Participates in different events such as role play poetry recitation drama organized
in school from time to time Speaks about situationspicturesimages in English and home language
Engages in conversation in English and home language with friends teachers and family using simple sentences and Responses eg The kite is flying The aero plane also flies
Narrates her personal experiences anecdotes stories she has read or heard in Englishhome languagesign language eg My pup is very sweet
Makes requests uses greetings and polite forms of expression Expresses her likes and dislikes eg I like to jump and skip Responds especially to the textual questions being asked in both English class and in
other subject classes in Englishhome language Narrates stories (imaginarydreamsactual situations etc) Asks questions about
things around her Asks questions based on the textbeyond the text out of curiositywhile engaging in conversation
Recites rhymes poems songs in groups and individually and through acting out Says phrasesdialogues from storiesplays Retells main idea of the storyplay
Reading They recognize some words in English and make some attempts to read unknown words using initial sounds They mostly rely on illustrations and teacher support to establish meaning in a text and may not understand everything that they read While they continue to use early decoding skills they are not yet able to predict from language context alone because of their yet developing English proficiency Gradually they can follow and read short simple texts along with the teacher and in class as shared reading activities
Curricular Expectations Understand the main idea locate details in the text (seen and unseen) Able to ask questions Understands the form and functions of grammar in context
Pedagogic Processes Providing visualspointing to illustrations in texts to encourage children to read
Familiarizes children with both small and capital letters of the alphabet Facilitating comprehension through various textsmovementactions Facilitating children to locate details sequence of ideas and eventsidentifying main
idea through various types of comprehension questions Facilitating children to relate ideas of the text with personal experience through
questions and interaction Introducing stories to facilitate comprehension Listening to poems showing
understanding through tone volume and action Introducing different kinds of texts such as descriptions stories folktales and poems
Providing beyond the text materials such as advertisements notices etc Facilitating reading of childrenrsquos magazines and childrenrsquos section of newspapers and
enriching the reading habits through exposure to school library reading corner Introducing titles of books movies etc Encouraging children to raise questions based
on their reading Drawing attention towards use of grammar in context and explaining it such as nouns
adjectives etc eg red rose Drawing attention to the use of punctuation through a variety of texts such as use of
capital and small case comma full stop Learning Indicators (Progression) Reading Reads small texts with comprehension Identifies locates main idea details and the
sequence of ideas and events and draws conclusions based on reading Relates ideas with her personal experiences eg After reading a story on travel is able
to connect with her experience of travelling in a bus train etc Reads and relates texts of home language Recognises themes such as triumph of good over evil Engages with different kinds of texts descriptions stories folktales and poems eg
She narrates the story that also deals with similar issues and connects with her life Connects with real life including home languagesign language
Engages in reading beyond the text materials and enjoys reading Infers the meaning of unfamiliar words by reading them in context
Reads titles of books movies captions Asks questions based on the reading or out of curiosity
Uses simple grammar in sentences eg Jamala is a good student Uses appropriate punctuation eg Jatin is my friend
Writing They develop the ability to use some basic conventions of writing in English They write texts using sentence structures based on oral structures and very simple repetitive texts By the end of class III they are beginning to write their own very short simple texts They write with less need for teacher transcription Their attempts at spelling depend on sounds Children begin with one word to phrases to sentences across class levels
Curricular Expectations Able to write short simple texts Pedagogic Processes Facilitating children to form letters and spacing properly Familiarising children with words from the text and immediate surroundings Drawing attention to the use of capital letters and punctuation marks such as full stop
comma question mark etc Giving dictation of sentencesshort paragraphs (listening and writing are developed in conjunction)
Providing texts (seen amp unseen) and encouraging writing answers to comprehension questions Providing verbalvisual clues to develop words sentence paragraphs Encouraging children to write on self family pets and home etc (Giving extra time
for children writing in Braille) Providing examples of writing through a variety of examples Providing examples of wordsphrases (linkers) to indicate sequence such as lsquoandrsquo butrsquo etc Providing examples of written texts to familiarize with grammar in context Familiarizing children with rhyming words creating rhythm through a poem Providing a variety of contexts such as going for a picnic a fair etc and helping them
develop new vocabulary Learning Indicators (Progression) Writing Draws enthusiastically according to the context and writes a little name etc Uses proper spacing between letters words and sentences Writes familiar words phrases simple sentences in Braille or print Uses capital letters and punctuation marks eg Finally I dressed up and went to school Takes dictation of chunks of words eg items needed for class library Writes answers for textual questions after comprehension (Writing is linked to
reading) Writes wordssentence paragraphs with the help of verbalvisual clues eg Pictures of
flowers fruits animals etc and writes Writes descriptions narratives 5-6 simple sentences on personal experiences Describing any event place object eg Look at the fish tank and write three sentences what you see
Uses appropriate punctuation forms in a variety of written texts Writes rhyming words eg Day-bay mouse house etc Makes lists for various purposes eg Prepare a list for class picnic mat water bottle tiffin towel bag etc Contributes for the school magazine (drawing with caption etc)
Concern for Immediate Environment Curricular Expectations
Develop concern for immediate environment (both physical and social) through observation which leads to development of language skills in an integrated manner Pedagogic Processes
Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and providing related vocabulary
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
Aspects Sub-Skills
A+ A B C D 0
2 W
riti
ng
Sk
ills
Cre
ati
ve
Wri
tin
g
Can write short stories and paragraphs with accuracy and originality in sentence construction and use of vocabulary Ideas are arranged logically
Can write short stories and paragraphs on a given topic with a fair degree of accuracy Displays originality sometimes Ideas are generally logically arranged
Writes stories and paragraphs but makes quite a few errors
Can write short connected descriptive sentences on ones own with some grammatical errors
Cannot write even short sentences of ones own makes a lot of mistakes
Ha
nd
wri
tin
g
Is neat and legible All letters and strokes are consistent and joined correctly Transcription is error free
Is neat and legible Occasional inconsistency seen in formation of letters and strokes Transcription is error free
Is legible but sometimes inconsistent with his strokes and letters Transcription has occasional errors
Handwriting is not very neat Transcription has many errors
Is neither legible nor consistent
Gra
mm
ar Can write sentences
accurately Can write sentences accurately most of the time
Can write sentences with quite a few errors
Can write sentences with a lot of mistakes
Cannot write with accuracy Needs help very often
Sp
ell
ing
s Can spell all words correctly Tries to spell new words
Can correctly spell all the words most of the time Falters occasionally
Can correctly spell words but sometimes makes mistakes
Makes a lot of spellings mistakes
Cannot spell words properly Has to be helped
Vo
cab
ula
ry Has a rich
vocabulary Often uses new words and phrases in written and spoken forms
Has a good range of vocabulary and phrases Uses new words only most of the time
Has a fair range of vocabulary Uses new words sometimes
Vocabulary is limited to only those words which have been taught in class
Has a poor stock of vocabulary
03
Sp
ea
kin
g
Sk
ills
Co
nv
ers
ati
on
Is fluent and spontaneous Responds to situations appropriately and accurately Can narrate incidentsanecdotes and can participate in a discussion on a given topic with ease
Is fluent and spontaneous most of the time Responds to the situations appropriately but fumbles for words occasionally Can narrate incidentsanecdote and can participate in discussions with efforts
Lacks spontaneity fluency and accuracy sometimes Response time rather long Needs prompting most of the time
Lacks spontaneity fluency and accuracy
Needs help most of the time
Re
cita
tio
n
Can recite a poem or a story with proper speed Dictation expression and tone
Can recite a poem or a story with proper speed or expression but makes occasional mistakes in pronunciation or forgets at times
Can recite a poem or story with occasional prompting Expression is not very strong and effective
Cannot recite an entire poem or story without prompting Pronunciation expression is not appropriate
Recitation is poor Lacks expression
04
Lis
ten
ing
Sk
ills
Co
mp
reh
en
sio
n
Can comprehend oral questions instructions stories poems
Comprehends oral question instructions stories and poems most of the time
Has some difficulty in comprehending Instructions stories or poems Needs guidance quite often
Understands simple conversation in familiar situations Needs simplification or translation most of the time
Cannot understand instructions Needs help all the time
Ex
tra
Re
ad
ing
Can read short storiespoems for pleasure on ones own with complete comprehension Can form opinions and evaluate characters and incidents
Reads storiespoems for pleasure Sometimes needs help in understanding the story Can form opinions and evaluate characters and incidents
Needs a lot of help with understanding of stories and poems Can evaluate a character or a situation only sometimes
Shows lack of interest in reading stories or poems Needs a lot of prompting
Not interested to read at all any extra material of ones own
Act
ivit
ies
P
roje
ct
Participates enthusiastically in activities Projects
Enthusiastically participates in activitiesProjects most of the time
Needs persuasion by the teacher for active participation
Seldom participates in activities projects assigned
Does not participate at all
MATHEMATICS
A+ A B C D
Co
nce
pt
Understands the concepts with logical thinking and good reasoning skill
Understands the concepts thoroughly
Understands the concepts and is able to apply most of them correctly Needs occasional help
Takes more time in understanding new concepts and requires frequent help
Needs help most of the time in understanding the concepts and logically applying them Activity Very confident
Act
ivit
y
Very confident original and creative in-group activities Has tremendous team spirit
Takes keen interest in doing various activities and applying the concepts to real life situations
Quite creative but needs to be more innovative and original
Takes interest but needs to be more systematic and organized
Lacks initiative and is disinterested in-group activity
Ta
ble
s
Has understood the concept of grouping the numbers and knows the tables by heart Can also do dodge tables
Knows the tables but falters a little in dodge tables
Knows the tables but Makes mistakes in tables of higher number Falters in dodge tables
Has not understood the concept of tables Makes a lot of mistakes in dodge tables
Has not learnt the tables Cannot do dodge tables at all
Me
nta
l a
bil
ity
Takes immense delight in working with mathematical problems mentally
Has a good number sense Quick in solving problems mentally
Solves mental sums with ease but at times makes careless mistakes
Can perform mental calculations but falters occasionally
Slow in solving sums mentally
Wri
tte
n
wo
rk
Work is neat and methodical Presentation is a source of inspiration for others
Neat and systematic work
Neat and regular work but sometimes not up to the mark
Often the work is untidy and the figures are shabbily drawn
Untidy work Late in submitting the assignments
ENVIRONMENTAL SCIENCE
En
vir
on
me
nta
l S
en
siti
vit
y
Has the ability to reason does independent thinking has value appreciation for truth and aesthetic sensitivityobservation
Can do some independent thinking and is quite observant with reflexes of occasional appreciation
Can attempt to answer simple questions based on reasoning and observation
Has difficulty in reasoning and observing Can attempt to answer simple questions
Needs prompting to answer simple questions
Act
ivit
y
Pro
ject
Very innovative Collects information is able to present the work neatly does reference work
Work is informative and neat most of the time
Work is informative and more or less neat tends to take support and help
Presentation needs improvement less informative
Work is untidy and files not well kept and work is least informative
Gro
up
D
iscu
ssio
n
Listens to others point of view and is able to add to them Makes interesting observations has a good organization of thoughts
Listens to others View point and hesitates to answer
Listens passively and offers no views hesitates to answer needs occasional help to give views
Has some difficulty in comprehending instructions has to be prodded to give answers
Has difficulty in paying attention and following instructions needs simplification most of the time
SCIENCE C
on
cep
t Excellent ability to understand grasp recall define and reason Understands and differentiates textual material with great case Is able to apply relevant knowledge and tabulate facts well Reads and comprehends text diagram and web chart quickly
Good ability to understand grasp recall define and reasons Understands the textual material with ease Is able to apply relevant knowledge Reads and comprehends text diagram and web chart
Can understand and recall the textual material Is able to apply relevant knowledge and tabulate facts can read and comprehend diagrams and web charts
Can understand grasp recall define and reason Understands the textual material and with help from the teacher Is able to tabulate facts well Reads and comprehends text diagram and web chart with difficulty
Needs continuous guidance in understanding Finds difficulty in reading and comprehending text
Act
ivit
y
Pro
ject
Voluntarily participates in all the activities and enjoys experiments Highly appreciable creative and original in presentation Is explorative innovative and infers a result after experimenting does extensive reference work
Participates in most of the activities and Performs experiments with interest Excellent creative project presentation Is explorative and innovative in experimenting does reference work
Participates in some of the activities and performs some experiments Good project presentation with little creativity Is explorative in experimenting sometimes does reference work
Participates in very few activities and rarely performs any experiments Satisfactory project presentation not very creative Rarely read any reference books
Needs a lot of encouragement to participate in activities or perform experiments Project presentation is not creative and systematic Not interested in extra reading
Sci
en
tifi
c S
kil
ls
Has a very keen observation inquisitive approach likes to experiment in a systematic way and draws accurate diagrams and records information correctly carefully and systematically Is able to analyze draw inference and apply information
Has a keen observation is inquisitive does systematic work and draw neat diagrams records information correctly carefully and systematically Is able to analyze draw inference and apply information
Sometimes inquires about concepts usually does experimentation in a systematic way and draws diagrams correctly Records information Is able to draw inference and apply information with some difficulty
Rarely inquisitive Does experimentation when told not very systematic work and untidy diagrams Is not able to draw inference and apply information
Not interested in experimentation recording or drawing inference Not very tidy and organized in his work Generally disinterested
Gro
up
Dis
cuss
ion
Actively participates and usually leads all group discussions Very often makes interesting observations and adds to the points given Can analyze points critically and generate new ideas
Actively participates Good relations with other members Often makes interesting observations can analyze some points critically
Participates sometimes Satisfactory relations with other members Sometimes makes interesting observations Can analyze few points
Hesitant to participate in-group discussions Poor relations with other members Rarely makes observations Unable to analyze points
A passive participant Never makes observations unable to analyze points
COMPUTER EDUCATION
Sk
ills
Very confident in using graphic skills word processing skills and operating skills
Skilled in operating and word processing skills
Shows excellent eye hand coordination in operating skills
Uses computer to enhance his knowledge on various topics taught in class Uses computer as a tool
Needs help from the buddy to complete his assignments
Ap
titu
de
Excellent in selecting and using different colours creating pictures and identifying different features of multimedia in work presentations
Shows special aptitude in using tools to create shapes and lines
Works with confidence and handles mouse with competence
Is able to combine text and graphics with help from teacher
Takes time to locate keys on the keyboard
GAMES
En
thu
sia
sm Plays with full
intrinsic Motivation
Plays with full intrinsic motivation most of the time
Plays with zeal but of his choice games
Plays but only when commanded
Always gives excuses
Dis
cip
lin
e
Obeys all class discipline voluntarily and plays by following all rules of the game
Obeys all class discipline voluntarily most of the time and plays by following all rules of the games
Obeys class discipline on command and follows rules only suited to his advantage
Obeys due to fear of punishment Follows rules on command with displeasure
Lacks discipline
Te
am
sp
irit
Has team spirit and plays for winning
Has team spirit and plays for winning most of the time
Puts his effort individually
Shows team harmony on and off
Not a team player
Tal
ent
Str
en
gth
a
nd
sta
min
a
spee
d)
Outstanding development of skills and displays high performance
Excellent development of skills and displays high performance most of the time
Very good skill development but performs occasionally
Average skill development
Slow skill development`
MUSIC
Inte
rest
Always very keen to learn and follow given instructions
Very keen to learn and follow instructions most of the time
Needs little drive to learn and start
Sometime shows interest
Does not show much interest
Rh
yth
m Child has a good
sense of rhythm and keeps pace with the beat
Child has a good sense of rhythm and sometimes falters in keeping pace with the beat
Sometimes loses pace with the beat
Sometimes goes off the beat and cannot make it up
Does not have the sense of rhythm
Me
lod
y Child has a good
sense of tune Child has a good sense of tune and goes off key Occasionally
Child goes off key sometimes can come back in tune
Child has the sense of time but goes off key in higher octave
Child does not have much sense of music
PERSONALITY DEVELOPMENT
Co
urt
eo
usn
ess
Very careful about wishing saying sorry thank you and excuse me Always stands up to give respect Always speaks politely and uses good vocabulary never interrupts in between
Wishes others most of the time says sorry thank you and excuse me stands up to give respect speaks politely never interrupts in between
Many times wish others (says sorry thank you and excuse me) Some times interrupts in between speaks politely may times
Sometimes avoids to wish (says sorry thank you and excuse me) Some times speaks politely interrupts in between
Avoids wishing (say sorry thank you and excuse me) Aggressive and impolite
Co
nfi
de
nce
Always very confident in carrying out various activities
Very confident in carrying out various activities most of the time
Confident in carrying out most of the activities
Quite confident but needs to come up with hisher ideas
Needs to develop confidence
Ca
re o
f B
elo
ng
ing
s Always respects the belongings and takes care
Takes care of self as well as others property most of the time
Most of the times takes care of belongings
Takes care but does not bother about others
Careless about self as well as others property
Ne
atn
ess
Always wears proper and neat uniform Very careful about personal hygiene
Wears proper and neat uniform Sometime nailshairteeth not clean
Wears proper and neat uniform most of the time
Most of the times in improper uniform often not careful about hygiene
Often untidily dressed
Re
gu
lari
ty a
nd
p
un
ctu
ali
ty
Very particular about being regular and punctual to school classroom Always regular in doing and submitting assignments and projects
Often particular about being regular and punctual to schoolclassroom often regular in doing and submitting assignments and projects
Sometimes particular about being regular and punctual Sometimes late in submitting assignments
Sometimes irregular and not punctual to schoolclassroom Sometimes late in submitting assignments and projects
Irregular and sometimes late to schoolclassroom Rarely submits assignments and projects in time
Init
iati
ve
Always tries to do things independently Always ready to participate in oral discussionsextra curricular activities
Most of the times tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Often tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Sometimes tries to do things independently Sometimes ready to participate in oral discussionsextra curricular activities
Never does things independently a voids participating in oral discussionsextra curricular activities
Sp
irit
of
serv
ice
Always volunteers to participate in all activities for a social cause Always ready to help others
Volunteers to participate in activities for a social cause most of the time Often ready to help others
Often volunteers to participate in activities for a social cause Often helps others
Sometimes volunteers to participate in activities for a social cause Sometimes helps others
Rarely participates in activities for a social cause Never bothers to help others
Re
spe
ct o
the
rs
pro
pe
rty
Always follows rules and regulations Takes good care of property and consciously makes efforts to keep the environment clean
Most of the time follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Often follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Sometimes follows rules and regulations Does bother about others property Sometimes litters hisher surroundings
Does not follow rules and regulations Is not sensitive about others property Often litters hisher surroundings
Se
lf c
on
tro
l
Well disciplined in the classroom corridors staircase Never misbehaves or fights in the playgroundbreak Emotionally a balanced child
Disciplined in the classroomcorridorsstair case most of the time Never misbehaves or fights in the playgroundbreak
Disciplined in the classroomcorridors staircase most of the time Occasionally misbehaves or fights in the playground break
Disciplined in the classroom but not in corridors staircase Often misbehaves or fightsbullies in the play groundbreak
Indiscipline in the classroomcorridorsstaircase Mostly misbehaves fights bullies in the playgroundbreak
ART amp CRAFT
Inte
rest
Shows great enjoyment and aptitude for drawing and painting - recognizes the value of art
Shows great enjoyment and aptitude for drawing and painting ndash recognizes the value of art most of the time
Enjoys drawing and painting Shows imagination some time
Prefers to be guided than using his own imagination
Prefers to reproduce what is seen Needs repeated instruction
Cre
ati
vit
y
Has original drawing and innovativeness in the work Shows more feeling and expressions in hisher work
Has original drawing and innovativeness in the work shows more feeling and expressions in hisher work most of the time
Good at reproducing Shows feelings and emotions
Can communicate the ideas in terms of effect and appeal
Lacks creativity and looks for ideas and instructions from the teachers
Sk
ill
Excellent development of skills and high performance
Excellent development of skills and high performance most of the time
Skills development is good but performs occasionally
Very slow skill development
No skills
Learning Indicators (Source NCERT CCE Manual)
ENGLISH
At the end of class III learners will be able to do the following (Learning outcomes) Talk about themselves members of the family and the people in their surroundings Follow simple instructions requests and questions and use formulaic expressions
appropriately Enjoy doing tasks (including singing a rhyme or identifying a person object or thing)
in English Recognize whole words or chunks of language Recognize small and capital forms of
English alphabet both in context and in isolation Read simple wordsshort sentences with the help of pictures and understand them
Write simple wordsphrasesshort sentences Listening Curricular Expectations Understand simple English language spoken in their immediate environment Enthusiasm to listen to English with understanding Appreciate non-verbal clues and respond through speaking body language
Pedagogic Processes Clear lip movement for children with hearing impairment to lip read
Familiarizing children with day to day spoken English (small sentences and phrases) in class assembly playground etc with peersgroups
Creating learning situations for using greetings and polite forms of expression Using formulaic expressions such as lsquoSit in a circlersquo and helping children become familiar with these expressions and use them
Familiarizing children with the sound system of English through chunks of language such as ldquoan applerdquo and connecting it with visualsrealia
Giving oral instructions for gamesactivities in simple English Introducing content and devising tasks that encourage children to draw on diverse
experiences and make connections with what is worthwhile and important to them Encouraging children to watch English cartoons (Listening and speaking are
developing in conjunction) and speak about it Providing input via audio-videoreading out from material and generating interest
through pair and group workrole-play Facilitating pairgroup work where children share their experiences
Providing learning situations such as role play to listen and communicate messages Using picture clips photos singing storytelling effective questions music etc
Narrating variety of stories from the textbook and beyond helping children to talk about the main idea Using a number of facial expressions dramatizing and picturising stories
Asking questions based on the texts using mother tongue and scaffolding wherever necessary using role play
Reading aloud action songspoems encouraging children to sing collectively (Listening and speaking are connected) using gestures
Giving dictation of a few simple sentences to enable children to listen and write (Listening is linked with speakingwriting)
Playing music (non-verbal) and encouraging children to express themselves through speech action dance drama photographs film clips puppets comics displays and singing
Drawing attention to onomatopoeic sounds such as a tap-tap buzz grrr etc
Learning Indicators (Progression) Listening Responds to English words and sentences used in classschool in home
languageEnglish eg mode of transportation post office other sources etc and reads the poem aloud and
enact etc Responds to simple greetings and polite forms of expression in Englishhome
languagefacial expressionbody language eg Please work with your friend etc Let us tidy the place (simple 6-8 sentences)
Follows rules of gamesactivities eg Today we will play lsquorelay racersquo Do you know how is it played Irsquoll tell you the rules and wersquoll play
Engages with English cartoons childrenrsquos filmsvisuals eg Describe what you saw in the film and other related questions etc
Shows interest in listening to experiences of her peers and others in English and home language eg All the students had gone for a picnic and are now sharing their experiences
Attends to oral messagestelephonic communications and communicates them in English home language eg Receives messages and conveys Listens to new words and pointsindicates objects and persons eg Listening a story and understanding the meaning of words in context
Understands the story and tells the main action in it (Listening amp Speaking in conjunction) in home languageEnglishsign language
Shows enthusiasm to listen to English poems songs jokes eg Birds sing phone rings Responds to questions asked on textual material narrated stories in English home language eg Do you enjoy train rides
Takes dictation of chunks of words eg describing the classroom Draws with interest after listening to the input eg Follows steps and does the task and
also listens and writes wordssentence with understanding such as let us make an envelope
Enjoys rhyme and rhythm of poems and sings aloud eg I found a shell a curly one Lying on the sand Appreciates music and expresses in actionspeech Listens and co-relates various onomatopoeic sounds talks about them eg Tak tak is anybody there
Speaking Curricular Expectations Able to speak English along with home languageAble to ask questions Able to recite poems say dialogues phrases from stories plays etc Pedagogic Processes Encouraging lip reading to understand words even without sound Creating learning situations to introduce themselves to a new studentanother
teacher a visitorprincipal Familiarizing children with new vocabulary as per their context and making them
speak Using pictures objects realia models and wall displays at eye level large prints and signs Providing input encouraging for participation in class morning assembly programmes Providing situations picturesimagesartifacts to help children speak about them in pairgroups Creating learning situations via-drama storytelling group work role-playmock-
telephonic conversationsconversations between and among family members connecting it with the characters from lessons
Creating learning situations to speak about hobbies games food etc Giving a prompt to help children speak ldquoYou know I read a story which goes like thisrdquo
ldquoOnce my brother played a prank on me rdquo Based on the reading of the text children are encouraged to speak eg comprehension
connecting to previous knowledge
Varying the input as per the special needs of the child with hearing impairment Connecting learning to the real world and encouraging them to ask questions such as
Why canrsquot we play now Encouraging children to imagine and speak about characters and situations using
prompts or pictures to help children create stories Encouraging children to raise queries amp ask questions through various modalities like
visual auditory and kinesthetic Providing poems (from textbooks and other sources chosen by the teacher children
from childrenrsquos magazines childrenrsquos section in newspapers) All the bells are ringing there 10 Providing storiesplays (from textbooks and
beyond the textbook) Learning Indicators (Progression) Speaking Uses simple sentences to introduce herself in English home languagesign language
eg I am Jagat I study in class III I like ice cream and orange juice Speaks as per context eg Given a context from the text or real world gives appropriate
words Participates in different events such as role play poetry recitation drama organized
in school from time to time Speaks about situationspicturesimages in English and home language
Engages in conversation in English and home language with friends teachers and family using simple sentences and Responses eg The kite is flying The aero plane also flies
Narrates her personal experiences anecdotes stories she has read or heard in Englishhome languagesign language eg My pup is very sweet
Makes requests uses greetings and polite forms of expression Expresses her likes and dislikes eg I like to jump and skip Responds especially to the textual questions being asked in both English class and in
other subject classes in Englishhome language Narrates stories (imaginarydreamsactual situations etc) Asks questions about
things around her Asks questions based on the textbeyond the text out of curiositywhile engaging in conversation
Recites rhymes poems songs in groups and individually and through acting out Says phrasesdialogues from storiesplays Retells main idea of the storyplay
Reading They recognize some words in English and make some attempts to read unknown words using initial sounds They mostly rely on illustrations and teacher support to establish meaning in a text and may not understand everything that they read While they continue to use early decoding skills they are not yet able to predict from language context alone because of their yet developing English proficiency Gradually they can follow and read short simple texts along with the teacher and in class as shared reading activities
Curricular Expectations Understand the main idea locate details in the text (seen and unseen) Able to ask questions Understands the form and functions of grammar in context
Pedagogic Processes Providing visualspointing to illustrations in texts to encourage children to read
Familiarizes children with both small and capital letters of the alphabet Facilitating comprehension through various textsmovementactions Facilitating children to locate details sequence of ideas and eventsidentifying main
idea through various types of comprehension questions Facilitating children to relate ideas of the text with personal experience through
questions and interaction Introducing stories to facilitate comprehension Listening to poems showing
understanding through tone volume and action Introducing different kinds of texts such as descriptions stories folktales and poems
Providing beyond the text materials such as advertisements notices etc Facilitating reading of childrenrsquos magazines and childrenrsquos section of newspapers and
enriching the reading habits through exposure to school library reading corner Introducing titles of books movies etc Encouraging children to raise questions based
on their reading Drawing attention towards use of grammar in context and explaining it such as nouns
adjectives etc eg red rose Drawing attention to the use of punctuation through a variety of texts such as use of
capital and small case comma full stop Learning Indicators (Progression) Reading Reads small texts with comprehension Identifies locates main idea details and the
sequence of ideas and events and draws conclusions based on reading Relates ideas with her personal experiences eg After reading a story on travel is able
to connect with her experience of travelling in a bus train etc Reads and relates texts of home language Recognises themes such as triumph of good over evil Engages with different kinds of texts descriptions stories folktales and poems eg
She narrates the story that also deals with similar issues and connects with her life Connects with real life including home languagesign language
Engages in reading beyond the text materials and enjoys reading Infers the meaning of unfamiliar words by reading them in context
Reads titles of books movies captions Asks questions based on the reading or out of curiosity
Uses simple grammar in sentences eg Jamala is a good student Uses appropriate punctuation eg Jatin is my friend
Writing They develop the ability to use some basic conventions of writing in English They write texts using sentence structures based on oral structures and very simple repetitive texts By the end of class III they are beginning to write their own very short simple texts They write with less need for teacher transcription Their attempts at spelling depend on sounds Children begin with one word to phrases to sentences across class levels
Curricular Expectations Able to write short simple texts Pedagogic Processes Facilitating children to form letters and spacing properly Familiarising children with words from the text and immediate surroundings Drawing attention to the use of capital letters and punctuation marks such as full stop
comma question mark etc Giving dictation of sentencesshort paragraphs (listening and writing are developed in conjunction)
Providing texts (seen amp unseen) and encouraging writing answers to comprehension questions Providing verbalvisual clues to develop words sentence paragraphs Encouraging children to write on self family pets and home etc (Giving extra time
for children writing in Braille) Providing examples of writing through a variety of examples Providing examples of wordsphrases (linkers) to indicate sequence such as lsquoandrsquo butrsquo etc Providing examples of written texts to familiarize with grammar in context Familiarizing children with rhyming words creating rhythm through a poem Providing a variety of contexts such as going for a picnic a fair etc and helping them
develop new vocabulary Learning Indicators (Progression) Writing Draws enthusiastically according to the context and writes a little name etc Uses proper spacing between letters words and sentences Writes familiar words phrases simple sentences in Braille or print Uses capital letters and punctuation marks eg Finally I dressed up and went to school Takes dictation of chunks of words eg items needed for class library Writes answers for textual questions after comprehension (Writing is linked to
reading) Writes wordssentence paragraphs with the help of verbalvisual clues eg Pictures of
flowers fruits animals etc and writes Writes descriptions narratives 5-6 simple sentences on personal experiences Describing any event place object eg Look at the fish tank and write three sentences what you see
Uses appropriate punctuation forms in a variety of written texts Writes rhyming words eg Day-bay mouse house etc Makes lists for various purposes eg Prepare a list for class picnic mat water bottle tiffin towel bag etc Contributes for the school magazine (drawing with caption etc)
Concern for Immediate Environment Curricular Expectations
Develop concern for immediate environment (both physical and social) through observation which leads to development of language skills in an integrated manner Pedagogic Processes
Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and providing related vocabulary
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
Re
cita
tio
n
Can recite a poem or a story with proper speed Dictation expression and tone
Can recite a poem or a story with proper speed or expression but makes occasional mistakes in pronunciation or forgets at times
Can recite a poem or story with occasional prompting Expression is not very strong and effective
Cannot recite an entire poem or story without prompting Pronunciation expression is not appropriate
Recitation is poor Lacks expression
04
Lis
ten
ing
Sk
ills
Co
mp
reh
en
sio
n
Can comprehend oral questions instructions stories poems
Comprehends oral question instructions stories and poems most of the time
Has some difficulty in comprehending Instructions stories or poems Needs guidance quite often
Understands simple conversation in familiar situations Needs simplification or translation most of the time
Cannot understand instructions Needs help all the time
Ex
tra
Re
ad
ing
Can read short storiespoems for pleasure on ones own with complete comprehension Can form opinions and evaluate characters and incidents
Reads storiespoems for pleasure Sometimes needs help in understanding the story Can form opinions and evaluate characters and incidents
Needs a lot of help with understanding of stories and poems Can evaluate a character or a situation only sometimes
Shows lack of interest in reading stories or poems Needs a lot of prompting
Not interested to read at all any extra material of ones own
Act
ivit
ies
P
roje
ct
Participates enthusiastically in activities Projects
Enthusiastically participates in activitiesProjects most of the time
Needs persuasion by the teacher for active participation
Seldom participates in activities projects assigned
Does not participate at all
MATHEMATICS
A+ A B C D
Co
nce
pt
Understands the concepts with logical thinking and good reasoning skill
Understands the concepts thoroughly
Understands the concepts and is able to apply most of them correctly Needs occasional help
Takes more time in understanding new concepts and requires frequent help
Needs help most of the time in understanding the concepts and logically applying them Activity Very confident
Act
ivit
y
Very confident original and creative in-group activities Has tremendous team spirit
Takes keen interest in doing various activities and applying the concepts to real life situations
Quite creative but needs to be more innovative and original
Takes interest but needs to be more systematic and organized
Lacks initiative and is disinterested in-group activity
Ta
ble
s
Has understood the concept of grouping the numbers and knows the tables by heart Can also do dodge tables
Knows the tables but falters a little in dodge tables
Knows the tables but Makes mistakes in tables of higher number Falters in dodge tables
Has not understood the concept of tables Makes a lot of mistakes in dodge tables
Has not learnt the tables Cannot do dodge tables at all
Me
nta
l a
bil
ity
Takes immense delight in working with mathematical problems mentally
Has a good number sense Quick in solving problems mentally
Solves mental sums with ease but at times makes careless mistakes
Can perform mental calculations but falters occasionally
Slow in solving sums mentally
Wri
tte
n
wo
rk
Work is neat and methodical Presentation is a source of inspiration for others
Neat and systematic work
Neat and regular work but sometimes not up to the mark
Often the work is untidy and the figures are shabbily drawn
Untidy work Late in submitting the assignments
ENVIRONMENTAL SCIENCE
En
vir
on
me
nta
l S
en
siti
vit
y
Has the ability to reason does independent thinking has value appreciation for truth and aesthetic sensitivityobservation
Can do some independent thinking and is quite observant with reflexes of occasional appreciation
Can attempt to answer simple questions based on reasoning and observation
Has difficulty in reasoning and observing Can attempt to answer simple questions
Needs prompting to answer simple questions
Act
ivit
y
Pro
ject
Very innovative Collects information is able to present the work neatly does reference work
Work is informative and neat most of the time
Work is informative and more or less neat tends to take support and help
Presentation needs improvement less informative
Work is untidy and files not well kept and work is least informative
Gro
up
D
iscu
ssio
n
Listens to others point of view and is able to add to them Makes interesting observations has a good organization of thoughts
Listens to others View point and hesitates to answer
Listens passively and offers no views hesitates to answer needs occasional help to give views
Has some difficulty in comprehending instructions has to be prodded to give answers
Has difficulty in paying attention and following instructions needs simplification most of the time
SCIENCE C
on
cep
t Excellent ability to understand grasp recall define and reason Understands and differentiates textual material with great case Is able to apply relevant knowledge and tabulate facts well Reads and comprehends text diagram and web chart quickly
Good ability to understand grasp recall define and reasons Understands the textual material with ease Is able to apply relevant knowledge Reads and comprehends text diagram and web chart
Can understand and recall the textual material Is able to apply relevant knowledge and tabulate facts can read and comprehend diagrams and web charts
Can understand grasp recall define and reason Understands the textual material and with help from the teacher Is able to tabulate facts well Reads and comprehends text diagram and web chart with difficulty
Needs continuous guidance in understanding Finds difficulty in reading and comprehending text
Act
ivit
y
Pro
ject
Voluntarily participates in all the activities and enjoys experiments Highly appreciable creative and original in presentation Is explorative innovative and infers a result after experimenting does extensive reference work
Participates in most of the activities and Performs experiments with interest Excellent creative project presentation Is explorative and innovative in experimenting does reference work
Participates in some of the activities and performs some experiments Good project presentation with little creativity Is explorative in experimenting sometimes does reference work
Participates in very few activities and rarely performs any experiments Satisfactory project presentation not very creative Rarely read any reference books
Needs a lot of encouragement to participate in activities or perform experiments Project presentation is not creative and systematic Not interested in extra reading
Sci
en
tifi
c S
kil
ls
Has a very keen observation inquisitive approach likes to experiment in a systematic way and draws accurate diagrams and records information correctly carefully and systematically Is able to analyze draw inference and apply information
Has a keen observation is inquisitive does systematic work and draw neat diagrams records information correctly carefully and systematically Is able to analyze draw inference and apply information
Sometimes inquires about concepts usually does experimentation in a systematic way and draws diagrams correctly Records information Is able to draw inference and apply information with some difficulty
Rarely inquisitive Does experimentation when told not very systematic work and untidy diagrams Is not able to draw inference and apply information
Not interested in experimentation recording or drawing inference Not very tidy and organized in his work Generally disinterested
Gro
up
Dis
cuss
ion
Actively participates and usually leads all group discussions Very often makes interesting observations and adds to the points given Can analyze points critically and generate new ideas
Actively participates Good relations with other members Often makes interesting observations can analyze some points critically
Participates sometimes Satisfactory relations with other members Sometimes makes interesting observations Can analyze few points
Hesitant to participate in-group discussions Poor relations with other members Rarely makes observations Unable to analyze points
A passive participant Never makes observations unable to analyze points
COMPUTER EDUCATION
Sk
ills
Very confident in using graphic skills word processing skills and operating skills
Skilled in operating and word processing skills
Shows excellent eye hand coordination in operating skills
Uses computer to enhance his knowledge on various topics taught in class Uses computer as a tool
Needs help from the buddy to complete his assignments
Ap
titu
de
Excellent in selecting and using different colours creating pictures and identifying different features of multimedia in work presentations
Shows special aptitude in using tools to create shapes and lines
Works with confidence and handles mouse with competence
Is able to combine text and graphics with help from teacher
Takes time to locate keys on the keyboard
GAMES
En
thu
sia
sm Plays with full
intrinsic Motivation
Plays with full intrinsic motivation most of the time
Plays with zeal but of his choice games
Plays but only when commanded
Always gives excuses
Dis
cip
lin
e
Obeys all class discipline voluntarily and plays by following all rules of the game
Obeys all class discipline voluntarily most of the time and plays by following all rules of the games
Obeys class discipline on command and follows rules only suited to his advantage
Obeys due to fear of punishment Follows rules on command with displeasure
Lacks discipline
Te
am
sp
irit
Has team spirit and plays for winning
Has team spirit and plays for winning most of the time
Puts his effort individually
Shows team harmony on and off
Not a team player
Tal
ent
Str
en
gth
a
nd
sta
min
a
spee
d)
Outstanding development of skills and displays high performance
Excellent development of skills and displays high performance most of the time
Very good skill development but performs occasionally
Average skill development
Slow skill development`
MUSIC
Inte
rest
Always very keen to learn and follow given instructions
Very keen to learn and follow instructions most of the time
Needs little drive to learn and start
Sometime shows interest
Does not show much interest
Rh
yth
m Child has a good
sense of rhythm and keeps pace with the beat
Child has a good sense of rhythm and sometimes falters in keeping pace with the beat
Sometimes loses pace with the beat
Sometimes goes off the beat and cannot make it up
Does not have the sense of rhythm
Me
lod
y Child has a good
sense of tune Child has a good sense of tune and goes off key Occasionally
Child goes off key sometimes can come back in tune
Child has the sense of time but goes off key in higher octave
Child does not have much sense of music
PERSONALITY DEVELOPMENT
Co
urt
eo
usn
ess
Very careful about wishing saying sorry thank you and excuse me Always stands up to give respect Always speaks politely and uses good vocabulary never interrupts in between
Wishes others most of the time says sorry thank you and excuse me stands up to give respect speaks politely never interrupts in between
Many times wish others (says sorry thank you and excuse me) Some times interrupts in between speaks politely may times
Sometimes avoids to wish (says sorry thank you and excuse me) Some times speaks politely interrupts in between
Avoids wishing (say sorry thank you and excuse me) Aggressive and impolite
Co
nfi
de
nce
Always very confident in carrying out various activities
Very confident in carrying out various activities most of the time
Confident in carrying out most of the activities
Quite confident but needs to come up with hisher ideas
Needs to develop confidence
Ca
re o
f B
elo
ng
ing
s Always respects the belongings and takes care
Takes care of self as well as others property most of the time
Most of the times takes care of belongings
Takes care but does not bother about others
Careless about self as well as others property
Ne
atn
ess
Always wears proper and neat uniform Very careful about personal hygiene
Wears proper and neat uniform Sometime nailshairteeth not clean
Wears proper and neat uniform most of the time
Most of the times in improper uniform often not careful about hygiene
Often untidily dressed
Re
gu
lari
ty a
nd
p
un
ctu
ali
ty
Very particular about being regular and punctual to school classroom Always regular in doing and submitting assignments and projects
Often particular about being regular and punctual to schoolclassroom often regular in doing and submitting assignments and projects
Sometimes particular about being regular and punctual Sometimes late in submitting assignments
Sometimes irregular and not punctual to schoolclassroom Sometimes late in submitting assignments and projects
Irregular and sometimes late to schoolclassroom Rarely submits assignments and projects in time
Init
iati
ve
Always tries to do things independently Always ready to participate in oral discussionsextra curricular activities
Most of the times tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Often tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Sometimes tries to do things independently Sometimes ready to participate in oral discussionsextra curricular activities
Never does things independently a voids participating in oral discussionsextra curricular activities
Sp
irit
of
serv
ice
Always volunteers to participate in all activities for a social cause Always ready to help others
Volunteers to participate in activities for a social cause most of the time Often ready to help others
Often volunteers to participate in activities for a social cause Often helps others
Sometimes volunteers to participate in activities for a social cause Sometimes helps others
Rarely participates in activities for a social cause Never bothers to help others
Re
spe
ct o
the
rs
pro
pe
rty
Always follows rules and regulations Takes good care of property and consciously makes efforts to keep the environment clean
Most of the time follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Often follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Sometimes follows rules and regulations Does bother about others property Sometimes litters hisher surroundings
Does not follow rules and regulations Is not sensitive about others property Often litters hisher surroundings
Se
lf c
on
tro
l
Well disciplined in the classroom corridors staircase Never misbehaves or fights in the playgroundbreak Emotionally a balanced child
Disciplined in the classroomcorridorsstair case most of the time Never misbehaves or fights in the playgroundbreak
Disciplined in the classroomcorridors staircase most of the time Occasionally misbehaves or fights in the playground break
Disciplined in the classroom but not in corridors staircase Often misbehaves or fightsbullies in the play groundbreak
Indiscipline in the classroomcorridorsstaircase Mostly misbehaves fights bullies in the playgroundbreak
ART amp CRAFT
Inte
rest
Shows great enjoyment and aptitude for drawing and painting - recognizes the value of art
Shows great enjoyment and aptitude for drawing and painting ndash recognizes the value of art most of the time
Enjoys drawing and painting Shows imagination some time
Prefers to be guided than using his own imagination
Prefers to reproduce what is seen Needs repeated instruction
Cre
ati
vit
y
Has original drawing and innovativeness in the work Shows more feeling and expressions in hisher work
Has original drawing and innovativeness in the work shows more feeling and expressions in hisher work most of the time
Good at reproducing Shows feelings and emotions
Can communicate the ideas in terms of effect and appeal
Lacks creativity and looks for ideas and instructions from the teachers
Sk
ill
Excellent development of skills and high performance
Excellent development of skills and high performance most of the time
Skills development is good but performs occasionally
Very slow skill development
No skills
Learning Indicators (Source NCERT CCE Manual)
ENGLISH
At the end of class III learners will be able to do the following (Learning outcomes) Talk about themselves members of the family and the people in their surroundings Follow simple instructions requests and questions and use formulaic expressions
appropriately Enjoy doing tasks (including singing a rhyme or identifying a person object or thing)
in English Recognize whole words or chunks of language Recognize small and capital forms of
English alphabet both in context and in isolation Read simple wordsshort sentences with the help of pictures and understand them
Write simple wordsphrasesshort sentences Listening Curricular Expectations Understand simple English language spoken in their immediate environment Enthusiasm to listen to English with understanding Appreciate non-verbal clues and respond through speaking body language
Pedagogic Processes Clear lip movement for children with hearing impairment to lip read
Familiarizing children with day to day spoken English (small sentences and phrases) in class assembly playground etc with peersgroups
Creating learning situations for using greetings and polite forms of expression Using formulaic expressions such as lsquoSit in a circlersquo and helping children become familiar with these expressions and use them
Familiarizing children with the sound system of English through chunks of language such as ldquoan applerdquo and connecting it with visualsrealia
Giving oral instructions for gamesactivities in simple English Introducing content and devising tasks that encourage children to draw on diverse
experiences and make connections with what is worthwhile and important to them Encouraging children to watch English cartoons (Listening and speaking are
developing in conjunction) and speak about it Providing input via audio-videoreading out from material and generating interest
through pair and group workrole-play Facilitating pairgroup work where children share their experiences
Providing learning situations such as role play to listen and communicate messages Using picture clips photos singing storytelling effective questions music etc
Narrating variety of stories from the textbook and beyond helping children to talk about the main idea Using a number of facial expressions dramatizing and picturising stories
Asking questions based on the texts using mother tongue and scaffolding wherever necessary using role play
Reading aloud action songspoems encouraging children to sing collectively (Listening and speaking are connected) using gestures
Giving dictation of a few simple sentences to enable children to listen and write (Listening is linked with speakingwriting)
Playing music (non-verbal) and encouraging children to express themselves through speech action dance drama photographs film clips puppets comics displays and singing
Drawing attention to onomatopoeic sounds such as a tap-tap buzz grrr etc
Learning Indicators (Progression) Listening Responds to English words and sentences used in classschool in home
languageEnglish eg mode of transportation post office other sources etc and reads the poem aloud and
enact etc Responds to simple greetings and polite forms of expression in Englishhome
languagefacial expressionbody language eg Please work with your friend etc Let us tidy the place (simple 6-8 sentences)
Follows rules of gamesactivities eg Today we will play lsquorelay racersquo Do you know how is it played Irsquoll tell you the rules and wersquoll play
Engages with English cartoons childrenrsquos filmsvisuals eg Describe what you saw in the film and other related questions etc
Shows interest in listening to experiences of her peers and others in English and home language eg All the students had gone for a picnic and are now sharing their experiences
Attends to oral messagestelephonic communications and communicates them in English home language eg Receives messages and conveys Listens to new words and pointsindicates objects and persons eg Listening a story and understanding the meaning of words in context
Understands the story and tells the main action in it (Listening amp Speaking in conjunction) in home languageEnglishsign language
Shows enthusiasm to listen to English poems songs jokes eg Birds sing phone rings Responds to questions asked on textual material narrated stories in English home language eg Do you enjoy train rides
Takes dictation of chunks of words eg describing the classroom Draws with interest after listening to the input eg Follows steps and does the task and
also listens and writes wordssentence with understanding such as let us make an envelope
Enjoys rhyme and rhythm of poems and sings aloud eg I found a shell a curly one Lying on the sand Appreciates music and expresses in actionspeech Listens and co-relates various onomatopoeic sounds talks about them eg Tak tak is anybody there
Speaking Curricular Expectations Able to speak English along with home languageAble to ask questions Able to recite poems say dialogues phrases from stories plays etc Pedagogic Processes Encouraging lip reading to understand words even without sound Creating learning situations to introduce themselves to a new studentanother
teacher a visitorprincipal Familiarizing children with new vocabulary as per their context and making them
speak Using pictures objects realia models and wall displays at eye level large prints and signs Providing input encouraging for participation in class morning assembly programmes Providing situations picturesimagesartifacts to help children speak about them in pairgroups Creating learning situations via-drama storytelling group work role-playmock-
telephonic conversationsconversations between and among family members connecting it with the characters from lessons
Creating learning situations to speak about hobbies games food etc Giving a prompt to help children speak ldquoYou know I read a story which goes like thisrdquo
ldquoOnce my brother played a prank on me rdquo Based on the reading of the text children are encouraged to speak eg comprehension
connecting to previous knowledge
Varying the input as per the special needs of the child with hearing impairment Connecting learning to the real world and encouraging them to ask questions such as
Why canrsquot we play now Encouraging children to imagine and speak about characters and situations using
prompts or pictures to help children create stories Encouraging children to raise queries amp ask questions through various modalities like
visual auditory and kinesthetic Providing poems (from textbooks and other sources chosen by the teacher children
from childrenrsquos magazines childrenrsquos section in newspapers) All the bells are ringing there 10 Providing storiesplays (from textbooks and
beyond the textbook) Learning Indicators (Progression) Speaking Uses simple sentences to introduce herself in English home languagesign language
eg I am Jagat I study in class III I like ice cream and orange juice Speaks as per context eg Given a context from the text or real world gives appropriate
words Participates in different events such as role play poetry recitation drama organized
in school from time to time Speaks about situationspicturesimages in English and home language
Engages in conversation in English and home language with friends teachers and family using simple sentences and Responses eg The kite is flying The aero plane also flies
Narrates her personal experiences anecdotes stories she has read or heard in Englishhome languagesign language eg My pup is very sweet
Makes requests uses greetings and polite forms of expression Expresses her likes and dislikes eg I like to jump and skip Responds especially to the textual questions being asked in both English class and in
other subject classes in Englishhome language Narrates stories (imaginarydreamsactual situations etc) Asks questions about
things around her Asks questions based on the textbeyond the text out of curiositywhile engaging in conversation
Recites rhymes poems songs in groups and individually and through acting out Says phrasesdialogues from storiesplays Retells main idea of the storyplay
Reading They recognize some words in English and make some attempts to read unknown words using initial sounds They mostly rely on illustrations and teacher support to establish meaning in a text and may not understand everything that they read While they continue to use early decoding skills they are not yet able to predict from language context alone because of their yet developing English proficiency Gradually they can follow and read short simple texts along with the teacher and in class as shared reading activities
Curricular Expectations Understand the main idea locate details in the text (seen and unseen) Able to ask questions Understands the form and functions of grammar in context
Pedagogic Processes Providing visualspointing to illustrations in texts to encourage children to read
Familiarizes children with both small and capital letters of the alphabet Facilitating comprehension through various textsmovementactions Facilitating children to locate details sequence of ideas and eventsidentifying main
idea through various types of comprehension questions Facilitating children to relate ideas of the text with personal experience through
questions and interaction Introducing stories to facilitate comprehension Listening to poems showing
understanding through tone volume and action Introducing different kinds of texts such as descriptions stories folktales and poems
Providing beyond the text materials such as advertisements notices etc Facilitating reading of childrenrsquos magazines and childrenrsquos section of newspapers and
enriching the reading habits through exposure to school library reading corner Introducing titles of books movies etc Encouraging children to raise questions based
on their reading Drawing attention towards use of grammar in context and explaining it such as nouns
adjectives etc eg red rose Drawing attention to the use of punctuation through a variety of texts such as use of
capital and small case comma full stop Learning Indicators (Progression) Reading Reads small texts with comprehension Identifies locates main idea details and the
sequence of ideas and events and draws conclusions based on reading Relates ideas with her personal experiences eg After reading a story on travel is able
to connect with her experience of travelling in a bus train etc Reads and relates texts of home language Recognises themes such as triumph of good over evil Engages with different kinds of texts descriptions stories folktales and poems eg
She narrates the story that also deals with similar issues and connects with her life Connects with real life including home languagesign language
Engages in reading beyond the text materials and enjoys reading Infers the meaning of unfamiliar words by reading them in context
Reads titles of books movies captions Asks questions based on the reading or out of curiosity
Uses simple grammar in sentences eg Jamala is a good student Uses appropriate punctuation eg Jatin is my friend
Writing They develop the ability to use some basic conventions of writing in English They write texts using sentence structures based on oral structures and very simple repetitive texts By the end of class III they are beginning to write their own very short simple texts They write with less need for teacher transcription Their attempts at spelling depend on sounds Children begin with one word to phrases to sentences across class levels
Curricular Expectations Able to write short simple texts Pedagogic Processes Facilitating children to form letters and spacing properly Familiarising children with words from the text and immediate surroundings Drawing attention to the use of capital letters and punctuation marks such as full stop
comma question mark etc Giving dictation of sentencesshort paragraphs (listening and writing are developed in conjunction)
Providing texts (seen amp unseen) and encouraging writing answers to comprehension questions Providing verbalvisual clues to develop words sentence paragraphs Encouraging children to write on self family pets and home etc (Giving extra time
for children writing in Braille) Providing examples of writing through a variety of examples Providing examples of wordsphrases (linkers) to indicate sequence such as lsquoandrsquo butrsquo etc Providing examples of written texts to familiarize with grammar in context Familiarizing children with rhyming words creating rhythm through a poem Providing a variety of contexts such as going for a picnic a fair etc and helping them
develop new vocabulary Learning Indicators (Progression) Writing Draws enthusiastically according to the context and writes a little name etc Uses proper spacing between letters words and sentences Writes familiar words phrases simple sentences in Braille or print Uses capital letters and punctuation marks eg Finally I dressed up and went to school Takes dictation of chunks of words eg items needed for class library Writes answers for textual questions after comprehension (Writing is linked to
reading) Writes wordssentence paragraphs with the help of verbalvisual clues eg Pictures of
flowers fruits animals etc and writes Writes descriptions narratives 5-6 simple sentences on personal experiences Describing any event place object eg Look at the fish tank and write three sentences what you see
Uses appropriate punctuation forms in a variety of written texts Writes rhyming words eg Day-bay mouse house etc Makes lists for various purposes eg Prepare a list for class picnic mat water bottle tiffin towel bag etc Contributes for the school magazine (drawing with caption etc)
Concern for Immediate Environment Curricular Expectations
Develop concern for immediate environment (both physical and social) through observation which leads to development of language skills in an integrated manner Pedagogic Processes
Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and providing related vocabulary
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
Ta
ble
s
Has understood the concept of grouping the numbers and knows the tables by heart Can also do dodge tables
Knows the tables but falters a little in dodge tables
Knows the tables but Makes mistakes in tables of higher number Falters in dodge tables
Has not understood the concept of tables Makes a lot of mistakes in dodge tables
Has not learnt the tables Cannot do dodge tables at all
Me
nta
l a
bil
ity
Takes immense delight in working with mathematical problems mentally
Has a good number sense Quick in solving problems mentally
Solves mental sums with ease but at times makes careless mistakes
Can perform mental calculations but falters occasionally
Slow in solving sums mentally
Wri
tte
n
wo
rk
Work is neat and methodical Presentation is a source of inspiration for others
Neat and systematic work
Neat and regular work but sometimes not up to the mark
Often the work is untidy and the figures are shabbily drawn
Untidy work Late in submitting the assignments
ENVIRONMENTAL SCIENCE
En
vir
on
me
nta
l S
en
siti
vit
y
Has the ability to reason does independent thinking has value appreciation for truth and aesthetic sensitivityobservation
Can do some independent thinking and is quite observant with reflexes of occasional appreciation
Can attempt to answer simple questions based on reasoning and observation
Has difficulty in reasoning and observing Can attempt to answer simple questions
Needs prompting to answer simple questions
Act
ivit
y
Pro
ject
Very innovative Collects information is able to present the work neatly does reference work
Work is informative and neat most of the time
Work is informative and more or less neat tends to take support and help
Presentation needs improvement less informative
Work is untidy and files not well kept and work is least informative
Gro
up
D
iscu
ssio
n
Listens to others point of view and is able to add to them Makes interesting observations has a good organization of thoughts
Listens to others View point and hesitates to answer
Listens passively and offers no views hesitates to answer needs occasional help to give views
Has some difficulty in comprehending instructions has to be prodded to give answers
Has difficulty in paying attention and following instructions needs simplification most of the time
SCIENCE C
on
cep
t Excellent ability to understand grasp recall define and reason Understands and differentiates textual material with great case Is able to apply relevant knowledge and tabulate facts well Reads and comprehends text diagram and web chart quickly
Good ability to understand grasp recall define and reasons Understands the textual material with ease Is able to apply relevant knowledge Reads and comprehends text diagram and web chart
Can understand and recall the textual material Is able to apply relevant knowledge and tabulate facts can read and comprehend diagrams and web charts
Can understand grasp recall define and reason Understands the textual material and with help from the teacher Is able to tabulate facts well Reads and comprehends text diagram and web chart with difficulty
Needs continuous guidance in understanding Finds difficulty in reading and comprehending text
Act
ivit
y
Pro
ject
Voluntarily participates in all the activities and enjoys experiments Highly appreciable creative and original in presentation Is explorative innovative and infers a result after experimenting does extensive reference work
Participates in most of the activities and Performs experiments with interest Excellent creative project presentation Is explorative and innovative in experimenting does reference work
Participates in some of the activities and performs some experiments Good project presentation with little creativity Is explorative in experimenting sometimes does reference work
Participates in very few activities and rarely performs any experiments Satisfactory project presentation not very creative Rarely read any reference books
Needs a lot of encouragement to participate in activities or perform experiments Project presentation is not creative and systematic Not interested in extra reading
Sci
en
tifi
c S
kil
ls
Has a very keen observation inquisitive approach likes to experiment in a systematic way and draws accurate diagrams and records information correctly carefully and systematically Is able to analyze draw inference and apply information
Has a keen observation is inquisitive does systematic work and draw neat diagrams records information correctly carefully and systematically Is able to analyze draw inference and apply information
Sometimes inquires about concepts usually does experimentation in a systematic way and draws diagrams correctly Records information Is able to draw inference and apply information with some difficulty
Rarely inquisitive Does experimentation when told not very systematic work and untidy diagrams Is not able to draw inference and apply information
Not interested in experimentation recording or drawing inference Not very tidy and organized in his work Generally disinterested
Gro
up
Dis
cuss
ion
Actively participates and usually leads all group discussions Very often makes interesting observations and adds to the points given Can analyze points critically and generate new ideas
Actively participates Good relations with other members Often makes interesting observations can analyze some points critically
Participates sometimes Satisfactory relations with other members Sometimes makes interesting observations Can analyze few points
Hesitant to participate in-group discussions Poor relations with other members Rarely makes observations Unable to analyze points
A passive participant Never makes observations unable to analyze points
COMPUTER EDUCATION
Sk
ills
Very confident in using graphic skills word processing skills and operating skills
Skilled in operating and word processing skills
Shows excellent eye hand coordination in operating skills
Uses computer to enhance his knowledge on various topics taught in class Uses computer as a tool
Needs help from the buddy to complete his assignments
Ap
titu
de
Excellent in selecting and using different colours creating pictures and identifying different features of multimedia in work presentations
Shows special aptitude in using tools to create shapes and lines
Works with confidence and handles mouse with competence
Is able to combine text and graphics with help from teacher
Takes time to locate keys on the keyboard
GAMES
En
thu
sia
sm Plays with full
intrinsic Motivation
Plays with full intrinsic motivation most of the time
Plays with zeal but of his choice games
Plays but only when commanded
Always gives excuses
Dis
cip
lin
e
Obeys all class discipline voluntarily and plays by following all rules of the game
Obeys all class discipline voluntarily most of the time and plays by following all rules of the games
Obeys class discipline on command and follows rules only suited to his advantage
Obeys due to fear of punishment Follows rules on command with displeasure
Lacks discipline
Te
am
sp
irit
Has team spirit and plays for winning
Has team spirit and plays for winning most of the time
Puts his effort individually
Shows team harmony on and off
Not a team player
Tal
ent
Str
en
gth
a
nd
sta
min
a
spee
d)
Outstanding development of skills and displays high performance
Excellent development of skills and displays high performance most of the time
Very good skill development but performs occasionally
Average skill development
Slow skill development`
MUSIC
Inte
rest
Always very keen to learn and follow given instructions
Very keen to learn and follow instructions most of the time
Needs little drive to learn and start
Sometime shows interest
Does not show much interest
Rh
yth
m Child has a good
sense of rhythm and keeps pace with the beat
Child has a good sense of rhythm and sometimes falters in keeping pace with the beat
Sometimes loses pace with the beat
Sometimes goes off the beat and cannot make it up
Does not have the sense of rhythm
Me
lod
y Child has a good
sense of tune Child has a good sense of tune and goes off key Occasionally
Child goes off key sometimes can come back in tune
Child has the sense of time but goes off key in higher octave
Child does not have much sense of music
PERSONALITY DEVELOPMENT
Co
urt
eo
usn
ess
Very careful about wishing saying sorry thank you and excuse me Always stands up to give respect Always speaks politely and uses good vocabulary never interrupts in between
Wishes others most of the time says sorry thank you and excuse me stands up to give respect speaks politely never interrupts in between
Many times wish others (says sorry thank you and excuse me) Some times interrupts in between speaks politely may times
Sometimes avoids to wish (says sorry thank you and excuse me) Some times speaks politely interrupts in between
Avoids wishing (say sorry thank you and excuse me) Aggressive and impolite
Co
nfi
de
nce
Always very confident in carrying out various activities
Very confident in carrying out various activities most of the time
Confident in carrying out most of the activities
Quite confident but needs to come up with hisher ideas
Needs to develop confidence
Ca
re o
f B
elo
ng
ing
s Always respects the belongings and takes care
Takes care of self as well as others property most of the time
Most of the times takes care of belongings
Takes care but does not bother about others
Careless about self as well as others property
Ne
atn
ess
Always wears proper and neat uniform Very careful about personal hygiene
Wears proper and neat uniform Sometime nailshairteeth not clean
Wears proper and neat uniform most of the time
Most of the times in improper uniform often not careful about hygiene
Often untidily dressed
Re
gu
lari
ty a
nd
p
un
ctu
ali
ty
Very particular about being regular and punctual to school classroom Always regular in doing and submitting assignments and projects
Often particular about being regular and punctual to schoolclassroom often regular in doing and submitting assignments and projects
Sometimes particular about being regular and punctual Sometimes late in submitting assignments
Sometimes irregular and not punctual to schoolclassroom Sometimes late in submitting assignments and projects
Irregular and sometimes late to schoolclassroom Rarely submits assignments and projects in time
Init
iati
ve
Always tries to do things independently Always ready to participate in oral discussionsextra curricular activities
Most of the times tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Often tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Sometimes tries to do things independently Sometimes ready to participate in oral discussionsextra curricular activities
Never does things independently a voids participating in oral discussionsextra curricular activities
Sp
irit
of
serv
ice
Always volunteers to participate in all activities for a social cause Always ready to help others
Volunteers to participate in activities for a social cause most of the time Often ready to help others
Often volunteers to participate in activities for a social cause Often helps others
Sometimes volunteers to participate in activities for a social cause Sometimes helps others
Rarely participates in activities for a social cause Never bothers to help others
Re
spe
ct o
the
rs
pro
pe
rty
Always follows rules and regulations Takes good care of property and consciously makes efforts to keep the environment clean
Most of the time follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Often follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Sometimes follows rules and regulations Does bother about others property Sometimes litters hisher surroundings
Does not follow rules and regulations Is not sensitive about others property Often litters hisher surroundings
Se
lf c
on
tro
l
Well disciplined in the classroom corridors staircase Never misbehaves or fights in the playgroundbreak Emotionally a balanced child
Disciplined in the classroomcorridorsstair case most of the time Never misbehaves or fights in the playgroundbreak
Disciplined in the classroomcorridors staircase most of the time Occasionally misbehaves or fights in the playground break
Disciplined in the classroom but not in corridors staircase Often misbehaves or fightsbullies in the play groundbreak
Indiscipline in the classroomcorridorsstaircase Mostly misbehaves fights bullies in the playgroundbreak
ART amp CRAFT
Inte
rest
Shows great enjoyment and aptitude for drawing and painting - recognizes the value of art
Shows great enjoyment and aptitude for drawing and painting ndash recognizes the value of art most of the time
Enjoys drawing and painting Shows imagination some time
Prefers to be guided than using his own imagination
Prefers to reproduce what is seen Needs repeated instruction
Cre
ati
vit
y
Has original drawing and innovativeness in the work Shows more feeling and expressions in hisher work
Has original drawing and innovativeness in the work shows more feeling and expressions in hisher work most of the time
Good at reproducing Shows feelings and emotions
Can communicate the ideas in terms of effect and appeal
Lacks creativity and looks for ideas and instructions from the teachers
Sk
ill
Excellent development of skills and high performance
Excellent development of skills and high performance most of the time
Skills development is good but performs occasionally
Very slow skill development
No skills
Learning Indicators (Source NCERT CCE Manual)
ENGLISH
At the end of class III learners will be able to do the following (Learning outcomes) Talk about themselves members of the family and the people in their surroundings Follow simple instructions requests and questions and use formulaic expressions
appropriately Enjoy doing tasks (including singing a rhyme or identifying a person object or thing)
in English Recognize whole words or chunks of language Recognize small and capital forms of
English alphabet both in context and in isolation Read simple wordsshort sentences with the help of pictures and understand them
Write simple wordsphrasesshort sentences Listening Curricular Expectations Understand simple English language spoken in their immediate environment Enthusiasm to listen to English with understanding Appreciate non-verbal clues and respond through speaking body language
Pedagogic Processes Clear lip movement for children with hearing impairment to lip read
Familiarizing children with day to day spoken English (small sentences and phrases) in class assembly playground etc with peersgroups
Creating learning situations for using greetings and polite forms of expression Using formulaic expressions such as lsquoSit in a circlersquo and helping children become familiar with these expressions and use them
Familiarizing children with the sound system of English through chunks of language such as ldquoan applerdquo and connecting it with visualsrealia
Giving oral instructions for gamesactivities in simple English Introducing content and devising tasks that encourage children to draw on diverse
experiences and make connections with what is worthwhile and important to them Encouraging children to watch English cartoons (Listening and speaking are
developing in conjunction) and speak about it Providing input via audio-videoreading out from material and generating interest
through pair and group workrole-play Facilitating pairgroup work where children share their experiences
Providing learning situations such as role play to listen and communicate messages Using picture clips photos singing storytelling effective questions music etc
Narrating variety of stories from the textbook and beyond helping children to talk about the main idea Using a number of facial expressions dramatizing and picturising stories
Asking questions based on the texts using mother tongue and scaffolding wherever necessary using role play
Reading aloud action songspoems encouraging children to sing collectively (Listening and speaking are connected) using gestures
Giving dictation of a few simple sentences to enable children to listen and write (Listening is linked with speakingwriting)
Playing music (non-verbal) and encouraging children to express themselves through speech action dance drama photographs film clips puppets comics displays and singing
Drawing attention to onomatopoeic sounds such as a tap-tap buzz grrr etc
Learning Indicators (Progression) Listening Responds to English words and sentences used in classschool in home
languageEnglish eg mode of transportation post office other sources etc and reads the poem aloud and
enact etc Responds to simple greetings and polite forms of expression in Englishhome
languagefacial expressionbody language eg Please work with your friend etc Let us tidy the place (simple 6-8 sentences)
Follows rules of gamesactivities eg Today we will play lsquorelay racersquo Do you know how is it played Irsquoll tell you the rules and wersquoll play
Engages with English cartoons childrenrsquos filmsvisuals eg Describe what you saw in the film and other related questions etc
Shows interest in listening to experiences of her peers and others in English and home language eg All the students had gone for a picnic and are now sharing their experiences
Attends to oral messagestelephonic communications and communicates them in English home language eg Receives messages and conveys Listens to new words and pointsindicates objects and persons eg Listening a story and understanding the meaning of words in context
Understands the story and tells the main action in it (Listening amp Speaking in conjunction) in home languageEnglishsign language
Shows enthusiasm to listen to English poems songs jokes eg Birds sing phone rings Responds to questions asked on textual material narrated stories in English home language eg Do you enjoy train rides
Takes dictation of chunks of words eg describing the classroom Draws with interest after listening to the input eg Follows steps and does the task and
also listens and writes wordssentence with understanding such as let us make an envelope
Enjoys rhyme and rhythm of poems and sings aloud eg I found a shell a curly one Lying on the sand Appreciates music and expresses in actionspeech Listens and co-relates various onomatopoeic sounds talks about them eg Tak tak is anybody there
Speaking Curricular Expectations Able to speak English along with home languageAble to ask questions Able to recite poems say dialogues phrases from stories plays etc Pedagogic Processes Encouraging lip reading to understand words even without sound Creating learning situations to introduce themselves to a new studentanother
teacher a visitorprincipal Familiarizing children with new vocabulary as per their context and making them
speak Using pictures objects realia models and wall displays at eye level large prints and signs Providing input encouraging for participation in class morning assembly programmes Providing situations picturesimagesartifacts to help children speak about them in pairgroups Creating learning situations via-drama storytelling group work role-playmock-
telephonic conversationsconversations between and among family members connecting it with the characters from lessons
Creating learning situations to speak about hobbies games food etc Giving a prompt to help children speak ldquoYou know I read a story which goes like thisrdquo
ldquoOnce my brother played a prank on me rdquo Based on the reading of the text children are encouraged to speak eg comprehension
connecting to previous knowledge
Varying the input as per the special needs of the child with hearing impairment Connecting learning to the real world and encouraging them to ask questions such as
Why canrsquot we play now Encouraging children to imagine and speak about characters and situations using
prompts or pictures to help children create stories Encouraging children to raise queries amp ask questions through various modalities like
visual auditory and kinesthetic Providing poems (from textbooks and other sources chosen by the teacher children
from childrenrsquos magazines childrenrsquos section in newspapers) All the bells are ringing there 10 Providing storiesplays (from textbooks and
beyond the textbook) Learning Indicators (Progression) Speaking Uses simple sentences to introduce herself in English home languagesign language
eg I am Jagat I study in class III I like ice cream and orange juice Speaks as per context eg Given a context from the text or real world gives appropriate
words Participates in different events such as role play poetry recitation drama organized
in school from time to time Speaks about situationspicturesimages in English and home language
Engages in conversation in English and home language with friends teachers and family using simple sentences and Responses eg The kite is flying The aero plane also flies
Narrates her personal experiences anecdotes stories she has read or heard in Englishhome languagesign language eg My pup is very sweet
Makes requests uses greetings and polite forms of expression Expresses her likes and dislikes eg I like to jump and skip Responds especially to the textual questions being asked in both English class and in
other subject classes in Englishhome language Narrates stories (imaginarydreamsactual situations etc) Asks questions about
things around her Asks questions based on the textbeyond the text out of curiositywhile engaging in conversation
Recites rhymes poems songs in groups and individually and through acting out Says phrasesdialogues from storiesplays Retells main idea of the storyplay
Reading They recognize some words in English and make some attempts to read unknown words using initial sounds They mostly rely on illustrations and teacher support to establish meaning in a text and may not understand everything that they read While they continue to use early decoding skills they are not yet able to predict from language context alone because of their yet developing English proficiency Gradually they can follow and read short simple texts along with the teacher and in class as shared reading activities
Curricular Expectations Understand the main idea locate details in the text (seen and unseen) Able to ask questions Understands the form and functions of grammar in context
Pedagogic Processes Providing visualspointing to illustrations in texts to encourage children to read
Familiarizes children with both small and capital letters of the alphabet Facilitating comprehension through various textsmovementactions Facilitating children to locate details sequence of ideas and eventsidentifying main
idea through various types of comprehension questions Facilitating children to relate ideas of the text with personal experience through
questions and interaction Introducing stories to facilitate comprehension Listening to poems showing
understanding through tone volume and action Introducing different kinds of texts such as descriptions stories folktales and poems
Providing beyond the text materials such as advertisements notices etc Facilitating reading of childrenrsquos magazines and childrenrsquos section of newspapers and
enriching the reading habits through exposure to school library reading corner Introducing titles of books movies etc Encouraging children to raise questions based
on their reading Drawing attention towards use of grammar in context and explaining it such as nouns
adjectives etc eg red rose Drawing attention to the use of punctuation through a variety of texts such as use of
capital and small case comma full stop Learning Indicators (Progression) Reading Reads small texts with comprehension Identifies locates main idea details and the
sequence of ideas and events and draws conclusions based on reading Relates ideas with her personal experiences eg After reading a story on travel is able
to connect with her experience of travelling in a bus train etc Reads and relates texts of home language Recognises themes such as triumph of good over evil Engages with different kinds of texts descriptions stories folktales and poems eg
She narrates the story that also deals with similar issues and connects with her life Connects with real life including home languagesign language
Engages in reading beyond the text materials and enjoys reading Infers the meaning of unfamiliar words by reading them in context
Reads titles of books movies captions Asks questions based on the reading or out of curiosity
Uses simple grammar in sentences eg Jamala is a good student Uses appropriate punctuation eg Jatin is my friend
Writing They develop the ability to use some basic conventions of writing in English They write texts using sentence structures based on oral structures and very simple repetitive texts By the end of class III they are beginning to write their own very short simple texts They write with less need for teacher transcription Their attempts at spelling depend on sounds Children begin with one word to phrases to sentences across class levels
Curricular Expectations Able to write short simple texts Pedagogic Processes Facilitating children to form letters and spacing properly Familiarising children with words from the text and immediate surroundings Drawing attention to the use of capital letters and punctuation marks such as full stop
comma question mark etc Giving dictation of sentencesshort paragraphs (listening and writing are developed in conjunction)
Providing texts (seen amp unseen) and encouraging writing answers to comprehension questions Providing verbalvisual clues to develop words sentence paragraphs Encouraging children to write on self family pets and home etc (Giving extra time
for children writing in Braille) Providing examples of writing through a variety of examples Providing examples of wordsphrases (linkers) to indicate sequence such as lsquoandrsquo butrsquo etc Providing examples of written texts to familiarize with grammar in context Familiarizing children with rhyming words creating rhythm through a poem Providing a variety of contexts such as going for a picnic a fair etc and helping them
develop new vocabulary Learning Indicators (Progression) Writing Draws enthusiastically according to the context and writes a little name etc Uses proper spacing between letters words and sentences Writes familiar words phrases simple sentences in Braille or print Uses capital letters and punctuation marks eg Finally I dressed up and went to school Takes dictation of chunks of words eg items needed for class library Writes answers for textual questions after comprehension (Writing is linked to
reading) Writes wordssentence paragraphs with the help of verbalvisual clues eg Pictures of
flowers fruits animals etc and writes Writes descriptions narratives 5-6 simple sentences on personal experiences Describing any event place object eg Look at the fish tank and write three sentences what you see
Uses appropriate punctuation forms in a variety of written texts Writes rhyming words eg Day-bay mouse house etc Makes lists for various purposes eg Prepare a list for class picnic mat water bottle tiffin towel bag etc Contributes for the school magazine (drawing with caption etc)
Concern for Immediate Environment Curricular Expectations
Develop concern for immediate environment (both physical and social) through observation which leads to development of language skills in an integrated manner Pedagogic Processes
Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and providing related vocabulary
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
SCIENCE C
on
cep
t Excellent ability to understand grasp recall define and reason Understands and differentiates textual material with great case Is able to apply relevant knowledge and tabulate facts well Reads and comprehends text diagram and web chart quickly
Good ability to understand grasp recall define and reasons Understands the textual material with ease Is able to apply relevant knowledge Reads and comprehends text diagram and web chart
Can understand and recall the textual material Is able to apply relevant knowledge and tabulate facts can read and comprehend diagrams and web charts
Can understand grasp recall define and reason Understands the textual material and with help from the teacher Is able to tabulate facts well Reads and comprehends text diagram and web chart with difficulty
Needs continuous guidance in understanding Finds difficulty in reading and comprehending text
Act
ivit
y
Pro
ject
Voluntarily participates in all the activities and enjoys experiments Highly appreciable creative and original in presentation Is explorative innovative and infers a result after experimenting does extensive reference work
Participates in most of the activities and Performs experiments with interest Excellent creative project presentation Is explorative and innovative in experimenting does reference work
Participates in some of the activities and performs some experiments Good project presentation with little creativity Is explorative in experimenting sometimes does reference work
Participates in very few activities and rarely performs any experiments Satisfactory project presentation not very creative Rarely read any reference books
Needs a lot of encouragement to participate in activities or perform experiments Project presentation is not creative and systematic Not interested in extra reading
Sci
en
tifi
c S
kil
ls
Has a very keen observation inquisitive approach likes to experiment in a systematic way and draws accurate diagrams and records information correctly carefully and systematically Is able to analyze draw inference and apply information
Has a keen observation is inquisitive does systematic work and draw neat diagrams records information correctly carefully and systematically Is able to analyze draw inference and apply information
Sometimes inquires about concepts usually does experimentation in a systematic way and draws diagrams correctly Records information Is able to draw inference and apply information with some difficulty
Rarely inquisitive Does experimentation when told not very systematic work and untidy diagrams Is not able to draw inference and apply information
Not interested in experimentation recording or drawing inference Not very tidy and organized in his work Generally disinterested
Gro
up
Dis
cuss
ion
Actively participates and usually leads all group discussions Very often makes interesting observations and adds to the points given Can analyze points critically and generate new ideas
Actively participates Good relations with other members Often makes interesting observations can analyze some points critically
Participates sometimes Satisfactory relations with other members Sometimes makes interesting observations Can analyze few points
Hesitant to participate in-group discussions Poor relations with other members Rarely makes observations Unable to analyze points
A passive participant Never makes observations unable to analyze points
COMPUTER EDUCATION
Sk
ills
Very confident in using graphic skills word processing skills and operating skills
Skilled in operating and word processing skills
Shows excellent eye hand coordination in operating skills
Uses computer to enhance his knowledge on various topics taught in class Uses computer as a tool
Needs help from the buddy to complete his assignments
Ap
titu
de
Excellent in selecting and using different colours creating pictures and identifying different features of multimedia in work presentations
Shows special aptitude in using tools to create shapes and lines
Works with confidence and handles mouse with competence
Is able to combine text and graphics with help from teacher
Takes time to locate keys on the keyboard
GAMES
En
thu
sia
sm Plays with full
intrinsic Motivation
Plays with full intrinsic motivation most of the time
Plays with zeal but of his choice games
Plays but only when commanded
Always gives excuses
Dis
cip
lin
e
Obeys all class discipline voluntarily and plays by following all rules of the game
Obeys all class discipline voluntarily most of the time and plays by following all rules of the games
Obeys class discipline on command and follows rules only suited to his advantage
Obeys due to fear of punishment Follows rules on command with displeasure
Lacks discipline
Te
am
sp
irit
Has team spirit and plays for winning
Has team spirit and plays for winning most of the time
Puts his effort individually
Shows team harmony on and off
Not a team player
Tal
ent
Str
en
gth
a
nd
sta
min
a
spee
d)
Outstanding development of skills and displays high performance
Excellent development of skills and displays high performance most of the time
Very good skill development but performs occasionally
Average skill development
Slow skill development`
MUSIC
Inte
rest
Always very keen to learn and follow given instructions
Very keen to learn and follow instructions most of the time
Needs little drive to learn and start
Sometime shows interest
Does not show much interest
Rh
yth
m Child has a good
sense of rhythm and keeps pace with the beat
Child has a good sense of rhythm and sometimes falters in keeping pace with the beat
Sometimes loses pace with the beat
Sometimes goes off the beat and cannot make it up
Does not have the sense of rhythm
Me
lod
y Child has a good
sense of tune Child has a good sense of tune and goes off key Occasionally
Child goes off key sometimes can come back in tune
Child has the sense of time but goes off key in higher octave
Child does not have much sense of music
PERSONALITY DEVELOPMENT
Co
urt
eo
usn
ess
Very careful about wishing saying sorry thank you and excuse me Always stands up to give respect Always speaks politely and uses good vocabulary never interrupts in between
Wishes others most of the time says sorry thank you and excuse me stands up to give respect speaks politely never interrupts in between
Many times wish others (says sorry thank you and excuse me) Some times interrupts in between speaks politely may times
Sometimes avoids to wish (says sorry thank you and excuse me) Some times speaks politely interrupts in between
Avoids wishing (say sorry thank you and excuse me) Aggressive and impolite
Co
nfi
de
nce
Always very confident in carrying out various activities
Very confident in carrying out various activities most of the time
Confident in carrying out most of the activities
Quite confident but needs to come up with hisher ideas
Needs to develop confidence
Ca
re o
f B
elo
ng
ing
s Always respects the belongings and takes care
Takes care of self as well as others property most of the time
Most of the times takes care of belongings
Takes care but does not bother about others
Careless about self as well as others property
Ne
atn
ess
Always wears proper and neat uniform Very careful about personal hygiene
Wears proper and neat uniform Sometime nailshairteeth not clean
Wears proper and neat uniform most of the time
Most of the times in improper uniform often not careful about hygiene
Often untidily dressed
Re
gu
lari
ty a
nd
p
un
ctu
ali
ty
Very particular about being regular and punctual to school classroom Always regular in doing and submitting assignments and projects
Often particular about being regular and punctual to schoolclassroom often regular in doing and submitting assignments and projects
Sometimes particular about being regular and punctual Sometimes late in submitting assignments
Sometimes irregular and not punctual to schoolclassroom Sometimes late in submitting assignments and projects
Irregular and sometimes late to schoolclassroom Rarely submits assignments and projects in time
Init
iati
ve
Always tries to do things independently Always ready to participate in oral discussionsextra curricular activities
Most of the times tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Often tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Sometimes tries to do things independently Sometimes ready to participate in oral discussionsextra curricular activities
Never does things independently a voids participating in oral discussionsextra curricular activities
Sp
irit
of
serv
ice
Always volunteers to participate in all activities for a social cause Always ready to help others
Volunteers to participate in activities for a social cause most of the time Often ready to help others
Often volunteers to participate in activities for a social cause Often helps others
Sometimes volunteers to participate in activities for a social cause Sometimes helps others
Rarely participates in activities for a social cause Never bothers to help others
Re
spe
ct o
the
rs
pro
pe
rty
Always follows rules and regulations Takes good care of property and consciously makes efforts to keep the environment clean
Most of the time follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Often follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Sometimes follows rules and regulations Does bother about others property Sometimes litters hisher surroundings
Does not follow rules and regulations Is not sensitive about others property Often litters hisher surroundings
Se
lf c
on
tro
l
Well disciplined in the classroom corridors staircase Never misbehaves or fights in the playgroundbreak Emotionally a balanced child
Disciplined in the classroomcorridorsstair case most of the time Never misbehaves or fights in the playgroundbreak
Disciplined in the classroomcorridors staircase most of the time Occasionally misbehaves or fights in the playground break
Disciplined in the classroom but not in corridors staircase Often misbehaves or fightsbullies in the play groundbreak
Indiscipline in the classroomcorridorsstaircase Mostly misbehaves fights bullies in the playgroundbreak
ART amp CRAFT
Inte
rest
Shows great enjoyment and aptitude for drawing and painting - recognizes the value of art
Shows great enjoyment and aptitude for drawing and painting ndash recognizes the value of art most of the time
Enjoys drawing and painting Shows imagination some time
Prefers to be guided than using his own imagination
Prefers to reproduce what is seen Needs repeated instruction
Cre
ati
vit
y
Has original drawing and innovativeness in the work Shows more feeling and expressions in hisher work
Has original drawing and innovativeness in the work shows more feeling and expressions in hisher work most of the time
Good at reproducing Shows feelings and emotions
Can communicate the ideas in terms of effect and appeal
Lacks creativity and looks for ideas and instructions from the teachers
Sk
ill
Excellent development of skills and high performance
Excellent development of skills and high performance most of the time
Skills development is good but performs occasionally
Very slow skill development
No skills
Learning Indicators (Source NCERT CCE Manual)
ENGLISH
At the end of class III learners will be able to do the following (Learning outcomes) Talk about themselves members of the family and the people in their surroundings Follow simple instructions requests and questions and use formulaic expressions
appropriately Enjoy doing tasks (including singing a rhyme or identifying a person object or thing)
in English Recognize whole words or chunks of language Recognize small and capital forms of
English alphabet both in context and in isolation Read simple wordsshort sentences with the help of pictures and understand them
Write simple wordsphrasesshort sentences Listening Curricular Expectations Understand simple English language spoken in their immediate environment Enthusiasm to listen to English with understanding Appreciate non-verbal clues and respond through speaking body language
Pedagogic Processes Clear lip movement for children with hearing impairment to lip read
Familiarizing children with day to day spoken English (small sentences and phrases) in class assembly playground etc with peersgroups
Creating learning situations for using greetings and polite forms of expression Using formulaic expressions such as lsquoSit in a circlersquo and helping children become familiar with these expressions and use them
Familiarizing children with the sound system of English through chunks of language such as ldquoan applerdquo and connecting it with visualsrealia
Giving oral instructions for gamesactivities in simple English Introducing content and devising tasks that encourage children to draw on diverse
experiences and make connections with what is worthwhile and important to them Encouraging children to watch English cartoons (Listening and speaking are
developing in conjunction) and speak about it Providing input via audio-videoreading out from material and generating interest
through pair and group workrole-play Facilitating pairgroup work where children share their experiences
Providing learning situations such as role play to listen and communicate messages Using picture clips photos singing storytelling effective questions music etc
Narrating variety of stories from the textbook and beyond helping children to talk about the main idea Using a number of facial expressions dramatizing and picturising stories
Asking questions based on the texts using mother tongue and scaffolding wherever necessary using role play
Reading aloud action songspoems encouraging children to sing collectively (Listening and speaking are connected) using gestures
Giving dictation of a few simple sentences to enable children to listen and write (Listening is linked with speakingwriting)
Playing music (non-verbal) and encouraging children to express themselves through speech action dance drama photographs film clips puppets comics displays and singing
Drawing attention to onomatopoeic sounds such as a tap-tap buzz grrr etc
Learning Indicators (Progression) Listening Responds to English words and sentences used in classschool in home
languageEnglish eg mode of transportation post office other sources etc and reads the poem aloud and
enact etc Responds to simple greetings and polite forms of expression in Englishhome
languagefacial expressionbody language eg Please work with your friend etc Let us tidy the place (simple 6-8 sentences)
Follows rules of gamesactivities eg Today we will play lsquorelay racersquo Do you know how is it played Irsquoll tell you the rules and wersquoll play
Engages with English cartoons childrenrsquos filmsvisuals eg Describe what you saw in the film and other related questions etc
Shows interest in listening to experiences of her peers and others in English and home language eg All the students had gone for a picnic and are now sharing their experiences
Attends to oral messagestelephonic communications and communicates them in English home language eg Receives messages and conveys Listens to new words and pointsindicates objects and persons eg Listening a story and understanding the meaning of words in context
Understands the story and tells the main action in it (Listening amp Speaking in conjunction) in home languageEnglishsign language
Shows enthusiasm to listen to English poems songs jokes eg Birds sing phone rings Responds to questions asked on textual material narrated stories in English home language eg Do you enjoy train rides
Takes dictation of chunks of words eg describing the classroom Draws with interest after listening to the input eg Follows steps and does the task and
also listens and writes wordssentence with understanding such as let us make an envelope
Enjoys rhyme and rhythm of poems and sings aloud eg I found a shell a curly one Lying on the sand Appreciates music and expresses in actionspeech Listens and co-relates various onomatopoeic sounds talks about them eg Tak tak is anybody there
Speaking Curricular Expectations Able to speak English along with home languageAble to ask questions Able to recite poems say dialogues phrases from stories plays etc Pedagogic Processes Encouraging lip reading to understand words even without sound Creating learning situations to introduce themselves to a new studentanother
teacher a visitorprincipal Familiarizing children with new vocabulary as per their context and making them
speak Using pictures objects realia models and wall displays at eye level large prints and signs Providing input encouraging for participation in class morning assembly programmes Providing situations picturesimagesartifacts to help children speak about them in pairgroups Creating learning situations via-drama storytelling group work role-playmock-
telephonic conversationsconversations between and among family members connecting it with the characters from lessons
Creating learning situations to speak about hobbies games food etc Giving a prompt to help children speak ldquoYou know I read a story which goes like thisrdquo
ldquoOnce my brother played a prank on me rdquo Based on the reading of the text children are encouraged to speak eg comprehension
connecting to previous knowledge
Varying the input as per the special needs of the child with hearing impairment Connecting learning to the real world and encouraging them to ask questions such as
Why canrsquot we play now Encouraging children to imagine and speak about characters and situations using
prompts or pictures to help children create stories Encouraging children to raise queries amp ask questions through various modalities like
visual auditory and kinesthetic Providing poems (from textbooks and other sources chosen by the teacher children
from childrenrsquos magazines childrenrsquos section in newspapers) All the bells are ringing there 10 Providing storiesplays (from textbooks and
beyond the textbook) Learning Indicators (Progression) Speaking Uses simple sentences to introduce herself in English home languagesign language
eg I am Jagat I study in class III I like ice cream and orange juice Speaks as per context eg Given a context from the text or real world gives appropriate
words Participates in different events such as role play poetry recitation drama organized
in school from time to time Speaks about situationspicturesimages in English and home language
Engages in conversation in English and home language with friends teachers and family using simple sentences and Responses eg The kite is flying The aero plane also flies
Narrates her personal experiences anecdotes stories she has read or heard in Englishhome languagesign language eg My pup is very sweet
Makes requests uses greetings and polite forms of expression Expresses her likes and dislikes eg I like to jump and skip Responds especially to the textual questions being asked in both English class and in
other subject classes in Englishhome language Narrates stories (imaginarydreamsactual situations etc) Asks questions about
things around her Asks questions based on the textbeyond the text out of curiositywhile engaging in conversation
Recites rhymes poems songs in groups and individually and through acting out Says phrasesdialogues from storiesplays Retells main idea of the storyplay
Reading They recognize some words in English and make some attempts to read unknown words using initial sounds They mostly rely on illustrations and teacher support to establish meaning in a text and may not understand everything that they read While they continue to use early decoding skills they are not yet able to predict from language context alone because of their yet developing English proficiency Gradually they can follow and read short simple texts along with the teacher and in class as shared reading activities
Curricular Expectations Understand the main idea locate details in the text (seen and unseen) Able to ask questions Understands the form and functions of grammar in context
Pedagogic Processes Providing visualspointing to illustrations in texts to encourage children to read
Familiarizes children with both small and capital letters of the alphabet Facilitating comprehension through various textsmovementactions Facilitating children to locate details sequence of ideas and eventsidentifying main
idea through various types of comprehension questions Facilitating children to relate ideas of the text with personal experience through
questions and interaction Introducing stories to facilitate comprehension Listening to poems showing
understanding through tone volume and action Introducing different kinds of texts such as descriptions stories folktales and poems
Providing beyond the text materials such as advertisements notices etc Facilitating reading of childrenrsquos magazines and childrenrsquos section of newspapers and
enriching the reading habits through exposure to school library reading corner Introducing titles of books movies etc Encouraging children to raise questions based
on their reading Drawing attention towards use of grammar in context and explaining it such as nouns
adjectives etc eg red rose Drawing attention to the use of punctuation through a variety of texts such as use of
capital and small case comma full stop Learning Indicators (Progression) Reading Reads small texts with comprehension Identifies locates main idea details and the
sequence of ideas and events and draws conclusions based on reading Relates ideas with her personal experiences eg After reading a story on travel is able
to connect with her experience of travelling in a bus train etc Reads and relates texts of home language Recognises themes such as triumph of good over evil Engages with different kinds of texts descriptions stories folktales and poems eg
She narrates the story that also deals with similar issues and connects with her life Connects with real life including home languagesign language
Engages in reading beyond the text materials and enjoys reading Infers the meaning of unfamiliar words by reading them in context
Reads titles of books movies captions Asks questions based on the reading or out of curiosity
Uses simple grammar in sentences eg Jamala is a good student Uses appropriate punctuation eg Jatin is my friend
Writing They develop the ability to use some basic conventions of writing in English They write texts using sentence structures based on oral structures and very simple repetitive texts By the end of class III they are beginning to write their own very short simple texts They write with less need for teacher transcription Their attempts at spelling depend on sounds Children begin with one word to phrases to sentences across class levels
Curricular Expectations Able to write short simple texts Pedagogic Processes Facilitating children to form letters and spacing properly Familiarising children with words from the text and immediate surroundings Drawing attention to the use of capital letters and punctuation marks such as full stop
comma question mark etc Giving dictation of sentencesshort paragraphs (listening and writing are developed in conjunction)
Providing texts (seen amp unseen) and encouraging writing answers to comprehension questions Providing verbalvisual clues to develop words sentence paragraphs Encouraging children to write on self family pets and home etc (Giving extra time
for children writing in Braille) Providing examples of writing through a variety of examples Providing examples of wordsphrases (linkers) to indicate sequence such as lsquoandrsquo butrsquo etc Providing examples of written texts to familiarize with grammar in context Familiarizing children with rhyming words creating rhythm through a poem Providing a variety of contexts such as going for a picnic a fair etc and helping them
develop new vocabulary Learning Indicators (Progression) Writing Draws enthusiastically according to the context and writes a little name etc Uses proper spacing between letters words and sentences Writes familiar words phrases simple sentences in Braille or print Uses capital letters and punctuation marks eg Finally I dressed up and went to school Takes dictation of chunks of words eg items needed for class library Writes answers for textual questions after comprehension (Writing is linked to
reading) Writes wordssentence paragraphs with the help of verbalvisual clues eg Pictures of
flowers fruits animals etc and writes Writes descriptions narratives 5-6 simple sentences on personal experiences Describing any event place object eg Look at the fish tank and write three sentences what you see
Uses appropriate punctuation forms in a variety of written texts Writes rhyming words eg Day-bay mouse house etc Makes lists for various purposes eg Prepare a list for class picnic mat water bottle tiffin towel bag etc Contributes for the school magazine (drawing with caption etc)
Concern for Immediate Environment Curricular Expectations
Develop concern for immediate environment (both physical and social) through observation which leads to development of language skills in an integrated manner Pedagogic Processes
Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and providing related vocabulary
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
Gro
up
Dis
cuss
ion
Actively participates and usually leads all group discussions Very often makes interesting observations and adds to the points given Can analyze points critically and generate new ideas
Actively participates Good relations with other members Often makes interesting observations can analyze some points critically
Participates sometimes Satisfactory relations with other members Sometimes makes interesting observations Can analyze few points
Hesitant to participate in-group discussions Poor relations with other members Rarely makes observations Unable to analyze points
A passive participant Never makes observations unable to analyze points
COMPUTER EDUCATION
Sk
ills
Very confident in using graphic skills word processing skills and operating skills
Skilled in operating and word processing skills
Shows excellent eye hand coordination in operating skills
Uses computer to enhance his knowledge on various topics taught in class Uses computer as a tool
Needs help from the buddy to complete his assignments
Ap
titu
de
Excellent in selecting and using different colours creating pictures and identifying different features of multimedia in work presentations
Shows special aptitude in using tools to create shapes and lines
Works with confidence and handles mouse with competence
Is able to combine text and graphics with help from teacher
Takes time to locate keys on the keyboard
GAMES
En
thu
sia
sm Plays with full
intrinsic Motivation
Plays with full intrinsic motivation most of the time
Plays with zeal but of his choice games
Plays but only when commanded
Always gives excuses
Dis
cip
lin
e
Obeys all class discipline voluntarily and plays by following all rules of the game
Obeys all class discipline voluntarily most of the time and plays by following all rules of the games
Obeys class discipline on command and follows rules only suited to his advantage
Obeys due to fear of punishment Follows rules on command with displeasure
Lacks discipline
Te
am
sp
irit
Has team spirit and plays for winning
Has team spirit and plays for winning most of the time
Puts his effort individually
Shows team harmony on and off
Not a team player
Tal
ent
Str
en
gth
a
nd
sta
min
a
spee
d)
Outstanding development of skills and displays high performance
Excellent development of skills and displays high performance most of the time
Very good skill development but performs occasionally
Average skill development
Slow skill development`
MUSIC
Inte
rest
Always very keen to learn and follow given instructions
Very keen to learn and follow instructions most of the time
Needs little drive to learn and start
Sometime shows interest
Does not show much interest
Rh
yth
m Child has a good
sense of rhythm and keeps pace with the beat
Child has a good sense of rhythm and sometimes falters in keeping pace with the beat
Sometimes loses pace with the beat
Sometimes goes off the beat and cannot make it up
Does not have the sense of rhythm
Me
lod
y Child has a good
sense of tune Child has a good sense of tune and goes off key Occasionally
Child goes off key sometimes can come back in tune
Child has the sense of time but goes off key in higher octave
Child does not have much sense of music
PERSONALITY DEVELOPMENT
Co
urt
eo
usn
ess
Very careful about wishing saying sorry thank you and excuse me Always stands up to give respect Always speaks politely and uses good vocabulary never interrupts in between
Wishes others most of the time says sorry thank you and excuse me stands up to give respect speaks politely never interrupts in between
Many times wish others (says sorry thank you and excuse me) Some times interrupts in between speaks politely may times
Sometimes avoids to wish (says sorry thank you and excuse me) Some times speaks politely interrupts in between
Avoids wishing (say sorry thank you and excuse me) Aggressive and impolite
Co
nfi
de
nce
Always very confident in carrying out various activities
Very confident in carrying out various activities most of the time
Confident in carrying out most of the activities
Quite confident but needs to come up with hisher ideas
Needs to develop confidence
Ca
re o
f B
elo
ng
ing
s Always respects the belongings and takes care
Takes care of self as well as others property most of the time
Most of the times takes care of belongings
Takes care but does not bother about others
Careless about self as well as others property
Ne
atn
ess
Always wears proper and neat uniform Very careful about personal hygiene
Wears proper and neat uniform Sometime nailshairteeth not clean
Wears proper and neat uniform most of the time
Most of the times in improper uniform often not careful about hygiene
Often untidily dressed
Re
gu
lari
ty a
nd
p
un
ctu
ali
ty
Very particular about being regular and punctual to school classroom Always regular in doing and submitting assignments and projects
Often particular about being regular and punctual to schoolclassroom often regular in doing and submitting assignments and projects
Sometimes particular about being regular and punctual Sometimes late in submitting assignments
Sometimes irregular and not punctual to schoolclassroom Sometimes late in submitting assignments and projects
Irregular and sometimes late to schoolclassroom Rarely submits assignments and projects in time
Init
iati
ve
Always tries to do things independently Always ready to participate in oral discussionsextra curricular activities
Most of the times tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Often tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Sometimes tries to do things independently Sometimes ready to participate in oral discussionsextra curricular activities
Never does things independently a voids participating in oral discussionsextra curricular activities
Sp
irit
of
serv
ice
Always volunteers to participate in all activities for a social cause Always ready to help others
Volunteers to participate in activities for a social cause most of the time Often ready to help others
Often volunteers to participate in activities for a social cause Often helps others
Sometimes volunteers to participate in activities for a social cause Sometimes helps others
Rarely participates in activities for a social cause Never bothers to help others
Re
spe
ct o
the
rs
pro
pe
rty
Always follows rules and regulations Takes good care of property and consciously makes efforts to keep the environment clean
Most of the time follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Often follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Sometimes follows rules and regulations Does bother about others property Sometimes litters hisher surroundings
Does not follow rules and regulations Is not sensitive about others property Often litters hisher surroundings
Se
lf c
on
tro
l
Well disciplined in the classroom corridors staircase Never misbehaves or fights in the playgroundbreak Emotionally a balanced child
Disciplined in the classroomcorridorsstair case most of the time Never misbehaves or fights in the playgroundbreak
Disciplined in the classroomcorridors staircase most of the time Occasionally misbehaves or fights in the playground break
Disciplined in the classroom but not in corridors staircase Often misbehaves or fightsbullies in the play groundbreak
Indiscipline in the classroomcorridorsstaircase Mostly misbehaves fights bullies in the playgroundbreak
ART amp CRAFT
Inte
rest
Shows great enjoyment and aptitude for drawing and painting - recognizes the value of art
Shows great enjoyment and aptitude for drawing and painting ndash recognizes the value of art most of the time
Enjoys drawing and painting Shows imagination some time
Prefers to be guided than using his own imagination
Prefers to reproduce what is seen Needs repeated instruction
Cre
ati
vit
y
Has original drawing and innovativeness in the work Shows more feeling and expressions in hisher work
Has original drawing and innovativeness in the work shows more feeling and expressions in hisher work most of the time
Good at reproducing Shows feelings and emotions
Can communicate the ideas in terms of effect and appeal
Lacks creativity and looks for ideas and instructions from the teachers
Sk
ill
Excellent development of skills and high performance
Excellent development of skills and high performance most of the time
Skills development is good but performs occasionally
Very slow skill development
No skills
Learning Indicators (Source NCERT CCE Manual)
ENGLISH
At the end of class III learners will be able to do the following (Learning outcomes) Talk about themselves members of the family and the people in their surroundings Follow simple instructions requests and questions and use formulaic expressions
appropriately Enjoy doing tasks (including singing a rhyme or identifying a person object or thing)
in English Recognize whole words or chunks of language Recognize small and capital forms of
English alphabet both in context and in isolation Read simple wordsshort sentences with the help of pictures and understand them
Write simple wordsphrasesshort sentences Listening Curricular Expectations Understand simple English language spoken in their immediate environment Enthusiasm to listen to English with understanding Appreciate non-verbal clues and respond through speaking body language
Pedagogic Processes Clear lip movement for children with hearing impairment to lip read
Familiarizing children with day to day spoken English (small sentences and phrases) in class assembly playground etc with peersgroups
Creating learning situations for using greetings and polite forms of expression Using formulaic expressions such as lsquoSit in a circlersquo and helping children become familiar with these expressions and use them
Familiarizing children with the sound system of English through chunks of language such as ldquoan applerdquo and connecting it with visualsrealia
Giving oral instructions for gamesactivities in simple English Introducing content and devising tasks that encourage children to draw on diverse
experiences and make connections with what is worthwhile and important to them Encouraging children to watch English cartoons (Listening and speaking are
developing in conjunction) and speak about it Providing input via audio-videoreading out from material and generating interest
through pair and group workrole-play Facilitating pairgroup work where children share their experiences
Providing learning situations such as role play to listen and communicate messages Using picture clips photos singing storytelling effective questions music etc
Narrating variety of stories from the textbook and beyond helping children to talk about the main idea Using a number of facial expressions dramatizing and picturising stories
Asking questions based on the texts using mother tongue and scaffolding wherever necessary using role play
Reading aloud action songspoems encouraging children to sing collectively (Listening and speaking are connected) using gestures
Giving dictation of a few simple sentences to enable children to listen and write (Listening is linked with speakingwriting)
Playing music (non-verbal) and encouraging children to express themselves through speech action dance drama photographs film clips puppets comics displays and singing
Drawing attention to onomatopoeic sounds such as a tap-tap buzz grrr etc
Learning Indicators (Progression) Listening Responds to English words and sentences used in classschool in home
languageEnglish eg mode of transportation post office other sources etc and reads the poem aloud and
enact etc Responds to simple greetings and polite forms of expression in Englishhome
languagefacial expressionbody language eg Please work with your friend etc Let us tidy the place (simple 6-8 sentences)
Follows rules of gamesactivities eg Today we will play lsquorelay racersquo Do you know how is it played Irsquoll tell you the rules and wersquoll play
Engages with English cartoons childrenrsquos filmsvisuals eg Describe what you saw in the film and other related questions etc
Shows interest in listening to experiences of her peers and others in English and home language eg All the students had gone for a picnic and are now sharing their experiences
Attends to oral messagestelephonic communications and communicates them in English home language eg Receives messages and conveys Listens to new words and pointsindicates objects and persons eg Listening a story and understanding the meaning of words in context
Understands the story and tells the main action in it (Listening amp Speaking in conjunction) in home languageEnglishsign language
Shows enthusiasm to listen to English poems songs jokes eg Birds sing phone rings Responds to questions asked on textual material narrated stories in English home language eg Do you enjoy train rides
Takes dictation of chunks of words eg describing the classroom Draws with interest after listening to the input eg Follows steps and does the task and
also listens and writes wordssentence with understanding such as let us make an envelope
Enjoys rhyme and rhythm of poems and sings aloud eg I found a shell a curly one Lying on the sand Appreciates music and expresses in actionspeech Listens and co-relates various onomatopoeic sounds talks about them eg Tak tak is anybody there
Speaking Curricular Expectations Able to speak English along with home languageAble to ask questions Able to recite poems say dialogues phrases from stories plays etc Pedagogic Processes Encouraging lip reading to understand words even without sound Creating learning situations to introduce themselves to a new studentanother
teacher a visitorprincipal Familiarizing children with new vocabulary as per their context and making them
speak Using pictures objects realia models and wall displays at eye level large prints and signs Providing input encouraging for participation in class morning assembly programmes Providing situations picturesimagesartifacts to help children speak about them in pairgroups Creating learning situations via-drama storytelling group work role-playmock-
telephonic conversationsconversations between and among family members connecting it with the characters from lessons
Creating learning situations to speak about hobbies games food etc Giving a prompt to help children speak ldquoYou know I read a story which goes like thisrdquo
ldquoOnce my brother played a prank on me rdquo Based on the reading of the text children are encouraged to speak eg comprehension
connecting to previous knowledge
Varying the input as per the special needs of the child with hearing impairment Connecting learning to the real world and encouraging them to ask questions such as
Why canrsquot we play now Encouraging children to imagine and speak about characters and situations using
prompts or pictures to help children create stories Encouraging children to raise queries amp ask questions through various modalities like
visual auditory and kinesthetic Providing poems (from textbooks and other sources chosen by the teacher children
from childrenrsquos magazines childrenrsquos section in newspapers) All the bells are ringing there 10 Providing storiesplays (from textbooks and
beyond the textbook) Learning Indicators (Progression) Speaking Uses simple sentences to introduce herself in English home languagesign language
eg I am Jagat I study in class III I like ice cream and orange juice Speaks as per context eg Given a context from the text or real world gives appropriate
words Participates in different events such as role play poetry recitation drama organized
in school from time to time Speaks about situationspicturesimages in English and home language
Engages in conversation in English and home language with friends teachers and family using simple sentences and Responses eg The kite is flying The aero plane also flies
Narrates her personal experiences anecdotes stories she has read or heard in Englishhome languagesign language eg My pup is very sweet
Makes requests uses greetings and polite forms of expression Expresses her likes and dislikes eg I like to jump and skip Responds especially to the textual questions being asked in both English class and in
other subject classes in Englishhome language Narrates stories (imaginarydreamsactual situations etc) Asks questions about
things around her Asks questions based on the textbeyond the text out of curiositywhile engaging in conversation
Recites rhymes poems songs in groups and individually and through acting out Says phrasesdialogues from storiesplays Retells main idea of the storyplay
Reading They recognize some words in English and make some attempts to read unknown words using initial sounds They mostly rely on illustrations and teacher support to establish meaning in a text and may not understand everything that they read While they continue to use early decoding skills they are not yet able to predict from language context alone because of their yet developing English proficiency Gradually they can follow and read short simple texts along with the teacher and in class as shared reading activities
Curricular Expectations Understand the main idea locate details in the text (seen and unseen) Able to ask questions Understands the form and functions of grammar in context
Pedagogic Processes Providing visualspointing to illustrations in texts to encourage children to read
Familiarizes children with both small and capital letters of the alphabet Facilitating comprehension through various textsmovementactions Facilitating children to locate details sequence of ideas and eventsidentifying main
idea through various types of comprehension questions Facilitating children to relate ideas of the text with personal experience through
questions and interaction Introducing stories to facilitate comprehension Listening to poems showing
understanding through tone volume and action Introducing different kinds of texts such as descriptions stories folktales and poems
Providing beyond the text materials such as advertisements notices etc Facilitating reading of childrenrsquos magazines and childrenrsquos section of newspapers and
enriching the reading habits through exposure to school library reading corner Introducing titles of books movies etc Encouraging children to raise questions based
on their reading Drawing attention towards use of grammar in context and explaining it such as nouns
adjectives etc eg red rose Drawing attention to the use of punctuation through a variety of texts such as use of
capital and small case comma full stop Learning Indicators (Progression) Reading Reads small texts with comprehension Identifies locates main idea details and the
sequence of ideas and events and draws conclusions based on reading Relates ideas with her personal experiences eg After reading a story on travel is able
to connect with her experience of travelling in a bus train etc Reads and relates texts of home language Recognises themes such as triumph of good over evil Engages with different kinds of texts descriptions stories folktales and poems eg
She narrates the story that also deals with similar issues and connects with her life Connects with real life including home languagesign language
Engages in reading beyond the text materials and enjoys reading Infers the meaning of unfamiliar words by reading them in context
Reads titles of books movies captions Asks questions based on the reading or out of curiosity
Uses simple grammar in sentences eg Jamala is a good student Uses appropriate punctuation eg Jatin is my friend
Writing They develop the ability to use some basic conventions of writing in English They write texts using sentence structures based on oral structures and very simple repetitive texts By the end of class III they are beginning to write their own very short simple texts They write with less need for teacher transcription Their attempts at spelling depend on sounds Children begin with one word to phrases to sentences across class levels
Curricular Expectations Able to write short simple texts Pedagogic Processes Facilitating children to form letters and spacing properly Familiarising children with words from the text and immediate surroundings Drawing attention to the use of capital letters and punctuation marks such as full stop
comma question mark etc Giving dictation of sentencesshort paragraphs (listening and writing are developed in conjunction)
Providing texts (seen amp unseen) and encouraging writing answers to comprehension questions Providing verbalvisual clues to develop words sentence paragraphs Encouraging children to write on self family pets and home etc (Giving extra time
for children writing in Braille) Providing examples of writing through a variety of examples Providing examples of wordsphrases (linkers) to indicate sequence such as lsquoandrsquo butrsquo etc Providing examples of written texts to familiarize with grammar in context Familiarizing children with rhyming words creating rhythm through a poem Providing a variety of contexts such as going for a picnic a fair etc and helping them
develop new vocabulary Learning Indicators (Progression) Writing Draws enthusiastically according to the context and writes a little name etc Uses proper spacing between letters words and sentences Writes familiar words phrases simple sentences in Braille or print Uses capital letters and punctuation marks eg Finally I dressed up and went to school Takes dictation of chunks of words eg items needed for class library Writes answers for textual questions after comprehension (Writing is linked to
reading) Writes wordssentence paragraphs with the help of verbalvisual clues eg Pictures of
flowers fruits animals etc and writes Writes descriptions narratives 5-6 simple sentences on personal experiences Describing any event place object eg Look at the fish tank and write three sentences what you see
Uses appropriate punctuation forms in a variety of written texts Writes rhyming words eg Day-bay mouse house etc Makes lists for various purposes eg Prepare a list for class picnic mat water bottle tiffin towel bag etc Contributes for the school magazine (drawing with caption etc)
Concern for Immediate Environment Curricular Expectations
Develop concern for immediate environment (both physical and social) through observation which leads to development of language skills in an integrated manner Pedagogic Processes
Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and providing related vocabulary
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
Tal
ent
Str
en
gth
a
nd
sta
min
a
spee
d)
Outstanding development of skills and displays high performance
Excellent development of skills and displays high performance most of the time
Very good skill development but performs occasionally
Average skill development
Slow skill development`
MUSIC
Inte
rest
Always very keen to learn and follow given instructions
Very keen to learn and follow instructions most of the time
Needs little drive to learn and start
Sometime shows interest
Does not show much interest
Rh
yth
m Child has a good
sense of rhythm and keeps pace with the beat
Child has a good sense of rhythm and sometimes falters in keeping pace with the beat
Sometimes loses pace with the beat
Sometimes goes off the beat and cannot make it up
Does not have the sense of rhythm
Me
lod
y Child has a good
sense of tune Child has a good sense of tune and goes off key Occasionally
Child goes off key sometimes can come back in tune
Child has the sense of time but goes off key in higher octave
Child does not have much sense of music
PERSONALITY DEVELOPMENT
Co
urt
eo
usn
ess
Very careful about wishing saying sorry thank you and excuse me Always stands up to give respect Always speaks politely and uses good vocabulary never interrupts in between
Wishes others most of the time says sorry thank you and excuse me stands up to give respect speaks politely never interrupts in between
Many times wish others (says sorry thank you and excuse me) Some times interrupts in between speaks politely may times
Sometimes avoids to wish (says sorry thank you and excuse me) Some times speaks politely interrupts in between
Avoids wishing (say sorry thank you and excuse me) Aggressive and impolite
Co
nfi
de
nce
Always very confident in carrying out various activities
Very confident in carrying out various activities most of the time
Confident in carrying out most of the activities
Quite confident but needs to come up with hisher ideas
Needs to develop confidence
Ca
re o
f B
elo
ng
ing
s Always respects the belongings and takes care
Takes care of self as well as others property most of the time
Most of the times takes care of belongings
Takes care but does not bother about others
Careless about self as well as others property
Ne
atn
ess
Always wears proper and neat uniform Very careful about personal hygiene
Wears proper and neat uniform Sometime nailshairteeth not clean
Wears proper and neat uniform most of the time
Most of the times in improper uniform often not careful about hygiene
Often untidily dressed
Re
gu
lari
ty a
nd
p
un
ctu
ali
ty
Very particular about being regular and punctual to school classroom Always regular in doing and submitting assignments and projects
Often particular about being regular and punctual to schoolclassroom often regular in doing and submitting assignments and projects
Sometimes particular about being regular and punctual Sometimes late in submitting assignments
Sometimes irregular and not punctual to schoolclassroom Sometimes late in submitting assignments and projects
Irregular and sometimes late to schoolclassroom Rarely submits assignments and projects in time
Init
iati
ve
Always tries to do things independently Always ready to participate in oral discussionsextra curricular activities
Most of the times tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Often tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Sometimes tries to do things independently Sometimes ready to participate in oral discussionsextra curricular activities
Never does things independently a voids participating in oral discussionsextra curricular activities
Sp
irit
of
serv
ice
Always volunteers to participate in all activities for a social cause Always ready to help others
Volunteers to participate in activities for a social cause most of the time Often ready to help others
Often volunteers to participate in activities for a social cause Often helps others
Sometimes volunteers to participate in activities for a social cause Sometimes helps others
Rarely participates in activities for a social cause Never bothers to help others
Re
spe
ct o
the
rs
pro
pe
rty
Always follows rules and regulations Takes good care of property and consciously makes efforts to keep the environment clean
Most of the time follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Often follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Sometimes follows rules and regulations Does bother about others property Sometimes litters hisher surroundings
Does not follow rules and regulations Is not sensitive about others property Often litters hisher surroundings
Se
lf c
on
tro
l
Well disciplined in the classroom corridors staircase Never misbehaves or fights in the playgroundbreak Emotionally a balanced child
Disciplined in the classroomcorridorsstair case most of the time Never misbehaves or fights in the playgroundbreak
Disciplined in the classroomcorridors staircase most of the time Occasionally misbehaves or fights in the playground break
Disciplined in the classroom but not in corridors staircase Often misbehaves or fightsbullies in the play groundbreak
Indiscipline in the classroomcorridorsstaircase Mostly misbehaves fights bullies in the playgroundbreak
ART amp CRAFT
Inte
rest
Shows great enjoyment and aptitude for drawing and painting - recognizes the value of art
Shows great enjoyment and aptitude for drawing and painting ndash recognizes the value of art most of the time
Enjoys drawing and painting Shows imagination some time
Prefers to be guided than using his own imagination
Prefers to reproduce what is seen Needs repeated instruction
Cre
ati
vit
y
Has original drawing and innovativeness in the work Shows more feeling and expressions in hisher work
Has original drawing and innovativeness in the work shows more feeling and expressions in hisher work most of the time
Good at reproducing Shows feelings and emotions
Can communicate the ideas in terms of effect and appeal
Lacks creativity and looks for ideas and instructions from the teachers
Sk
ill
Excellent development of skills and high performance
Excellent development of skills and high performance most of the time
Skills development is good but performs occasionally
Very slow skill development
No skills
Learning Indicators (Source NCERT CCE Manual)
ENGLISH
At the end of class III learners will be able to do the following (Learning outcomes) Talk about themselves members of the family and the people in their surroundings Follow simple instructions requests and questions and use formulaic expressions
appropriately Enjoy doing tasks (including singing a rhyme or identifying a person object or thing)
in English Recognize whole words or chunks of language Recognize small and capital forms of
English alphabet both in context and in isolation Read simple wordsshort sentences with the help of pictures and understand them
Write simple wordsphrasesshort sentences Listening Curricular Expectations Understand simple English language spoken in their immediate environment Enthusiasm to listen to English with understanding Appreciate non-verbal clues and respond through speaking body language
Pedagogic Processes Clear lip movement for children with hearing impairment to lip read
Familiarizing children with day to day spoken English (small sentences and phrases) in class assembly playground etc with peersgroups
Creating learning situations for using greetings and polite forms of expression Using formulaic expressions such as lsquoSit in a circlersquo and helping children become familiar with these expressions and use them
Familiarizing children with the sound system of English through chunks of language such as ldquoan applerdquo and connecting it with visualsrealia
Giving oral instructions for gamesactivities in simple English Introducing content and devising tasks that encourage children to draw on diverse
experiences and make connections with what is worthwhile and important to them Encouraging children to watch English cartoons (Listening and speaking are
developing in conjunction) and speak about it Providing input via audio-videoreading out from material and generating interest
through pair and group workrole-play Facilitating pairgroup work where children share their experiences
Providing learning situations such as role play to listen and communicate messages Using picture clips photos singing storytelling effective questions music etc
Narrating variety of stories from the textbook and beyond helping children to talk about the main idea Using a number of facial expressions dramatizing and picturising stories
Asking questions based on the texts using mother tongue and scaffolding wherever necessary using role play
Reading aloud action songspoems encouraging children to sing collectively (Listening and speaking are connected) using gestures
Giving dictation of a few simple sentences to enable children to listen and write (Listening is linked with speakingwriting)
Playing music (non-verbal) and encouraging children to express themselves through speech action dance drama photographs film clips puppets comics displays and singing
Drawing attention to onomatopoeic sounds such as a tap-tap buzz grrr etc
Learning Indicators (Progression) Listening Responds to English words and sentences used in classschool in home
languageEnglish eg mode of transportation post office other sources etc and reads the poem aloud and
enact etc Responds to simple greetings and polite forms of expression in Englishhome
languagefacial expressionbody language eg Please work with your friend etc Let us tidy the place (simple 6-8 sentences)
Follows rules of gamesactivities eg Today we will play lsquorelay racersquo Do you know how is it played Irsquoll tell you the rules and wersquoll play
Engages with English cartoons childrenrsquos filmsvisuals eg Describe what you saw in the film and other related questions etc
Shows interest in listening to experiences of her peers and others in English and home language eg All the students had gone for a picnic and are now sharing their experiences
Attends to oral messagestelephonic communications and communicates them in English home language eg Receives messages and conveys Listens to new words and pointsindicates objects and persons eg Listening a story and understanding the meaning of words in context
Understands the story and tells the main action in it (Listening amp Speaking in conjunction) in home languageEnglishsign language
Shows enthusiasm to listen to English poems songs jokes eg Birds sing phone rings Responds to questions asked on textual material narrated stories in English home language eg Do you enjoy train rides
Takes dictation of chunks of words eg describing the classroom Draws with interest after listening to the input eg Follows steps and does the task and
also listens and writes wordssentence with understanding such as let us make an envelope
Enjoys rhyme and rhythm of poems and sings aloud eg I found a shell a curly one Lying on the sand Appreciates music and expresses in actionspeech Listens and co-relates various onomatopoeic sounds talks about them eg Tak tak is anybody there
Speaking Curricular Expectations Able to speak English along with home languageAble to ask questions Able to recite poems say dialogues phrases from stories plays etc Pedagogic Processes Encouraging lip reading to understand words even without sound Creating learning situations to introduce themselves to a new studentanother
teacher a visitorprincipal Familiarizing children with new vocabulary as per their context and making them
speak Using pictures objects realia models and wall displays at eye level large prints and signs Providing input encouraging for participation in class morning assembly programmes Providing situations picturesimagesartifacts to help children speak about them in pairgroups Creating learning situations via-drama storytelling group work role-playmock-
telephonic conversationsconversations between and among family members connecting it with the characters from lessons
Creating learning situations to speak about hobbies games food etc Giving a prompt to help children speak ldquoYou know I read a story which goes like thisrdquo
ldquoOnce my brother played a prank on me rdquo Based on the reading of the text children are encouraged to speak eg comprehension
connecting to previous knowledge
Varying the input as per the special needs of the child with hearing impairment Connecting learning to the real world and encouraging them to ask questions such as
Why canrsquot we play now Encouraging children to imagine and speak about characters and situations using
prompts or pictures to help children create stories Encouraging children to raise queries amp ask questions through various modalities like
visual auditory and kinesthetic Providing poems (from textbooks and other sources chosen by the teacher children
from childrenrsquos magazines childrenrsquos section in newspapers) All the bells are ringing there 10 Providing storiesplays (from textbooks and
beyond the textbook) Learning Indicators (Progression) Speaking Uses simple sentences to introduce herself in English home languagesign language
eg I am Jagat I study in class III I like ice cream and orange juice Speaks as per context eg Given a context from the text or real world gives appropriate
words Participates in different events such as role play poetry recitation drama organized
in school from time to time Speaks about situationspicturesimages in English and home language
Engages in conversation in English and home language with friends teachers and family using simple sentences and Responses eg The kite is flying The aero plane also flies
Narrates her personal experiences anecdotes stories she has read or heard in Englishhome languagesign language eg My pup is very sweet
Makes requests uses greetings and polite forms of expression Expresses her likes and dislikes eg I like to jump and skip Responds especially to the textual questions being asked in both English class and in
other subject classes in Englishhome language Narrates stories (imaginarydreamsactual situations etc) Asks questions about
things around her Asks questions based on the textbeyond the text out of curiositywhile engaging in conversation
Recites rhymes poems songs in groups and individually and through acting out Says phrasesdialogues from storiesplays Retells main idea of the storyplay
Reading They recognize some words in English and make some attempts to read unknown words using initial sounds They mostly rely on illustrations and teacher support to establish meaning in a text and may not understand everything that they read While they continue to use early decoding skills they are not yet able to predict from language context alone because of their yet developing English proficiency Gradually they can follow and read short simple texts along with the teacher and in class as shared reading activities
Curricular Expectations Understand the main idea locate details in the text (seen and unseen) Able to ask questions Understands the form and functions of grammar in context
Pedagogic Processes Providing visualspointing to illustrations in texts to encourage children to read
Familiarizes children with both small and capital letters of the alphabet Facilitating comprehension through various textsmovementactions Facilitating children to locate details sequence of ideas and eventsidentifying main
idea through various types of comprehension questions Facilitating children to relate ideas of the text with personal experience through
questions and interaction Introducing stories to facilitate comprehension Listening to poems showing
understanding through tone volume and action Introducing different kinds of texts such as descriptions stories folktales and poems
Providing beyond the text materials such as advertisements notices etc Facilitating reading of childrenrsquos magazines and childrenrsquos section of newspapers and
enriching the reading habits through exposure to school library reading corner Introducing titles of books movies etc Encouraging children to raise questions based
on their reading Drawing attention towards use of grammar in context and explaining it such as nouns
adjectives etc eg red rose Drawing attention to the use of punctuation through a variety of texts such as use of
capital and small case comma full stop Learning Indicators (Progression) Reading Reads small texts with comprehension Identifies locates main idea details and the
sequence of ideas and events and draws conclusions based on reading Relates ideas with her personal experiences eg After reading a story on travel is able
to connect with her experience of travelling in a bus train etc Reads and relates texts of home language Recognises themes such as triumph of good over evil Engages with different kinds of texts descriptions stories folktales and poems eg
She narrates the story that also deals with similar issues and connects with her life Connects with real life including home languagesign language
Engages in reading beyond the text materials and enjoys reading Infers the meaning of unfamiliar words by reading them in context
Reads titles of books movies captions Asks questions based on the reading or out of curiosity
Uses simple grammar in sentences eg Jamala is a good student Uses appropriate punctuation eg Jatin is my friend
Writing They develop the ability to use some basic conventions of writing in English They write texts using sentence structures based on oral structures and very simple repetitive texts By the end of class III they are beginning to write their own very short simple texts They write with less need for teacher transcription Their attempts at spelling depend on sounds Children begin with one word to phrases to sentences across class levels
Curricular Expectations Able to write short simple texts Pedagogic Processes Facilitating children to form letters and spacing properly Familiarising children with words from the text and immediate surroundings Drawing attention to the use of capital letters and punctuation marks such as full stop
comma question mark etc Giving dictation of sentencesshort paragraphs (listening and writing are developed in conjunction)
Providing texts (seen amp unseen) and encouraging writing answers to comprehension questions Providing verbalvisual clues to develop words sentence paragraphs Encouraging children to write on self family pets and home etc (Giving extra time
for children writing in Braille) Providing examples of writing through a variety of examples Providing examples of wordsphrases (linkers) to indicate sequence such as lsquoandrsquo butrsquo etc Providing examples of written texts to familiarize with grammar in context Familiarizing children with rhyming words creating rhythm through a poem Providing a variety of contexts such as going for a picnic a fair etc and helping them
develop new vocabulary Learning Indicators (Progression) Writing Draws enthusiastically according to the context and writes a little name etc Uses proper spacing between letters words and sentences Writes familiar words phrases simple sentences in Braille or print Uses capital letters and punctuation marks eg Finally I dressed up and went to school Takes dictation of chunks of words eg items needed for class library Writes answers for textual questions after comprehension (Writing is linked to
reading) Writes wordssentence paragraphs with the help of verbalvisual clues eg Pictures of
flowers fruits animals etc and writes Writes descriptions narratives 5-6 simple sentences on personal experiences Describing any event place object eg Look at the fish tank and write three sentences what you see
Uses appropriate punctuation forms in a variety of written texts Writes rhyming words eg Day-bay mouse house etc Makes lists for various purposes eg Prepare a list for class picnic mat water bottle tiffin towel bag etc Contributes for the school magazine (drawing with caption etc)
Concern for Immediate Environment Curricular Expectations
Develop concern for immediate environment (both physical and social) through observation which leads to development of language skills in an integrated manner Pedagogic Processes
Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and providing related vocabulary
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
Re
gu
lari
ty a
nd
p
un
ctu
ali
ty
Very particular about being regular and punctual to school classroom Always regular in doing and submitting assignments and projects
Often particular about being regular and punctual to schoolclassroom often regular in doing and submitting assignments and projects
Sometimes particular about being regular and punctual Sometimes late in submitting assignments
Sometimes irregular and not punctual to schoolclassroom Sometimes late in submitting assignments and projects
Irregular and sometimes late to schoolclassroom Rarely submits assignments and projects in time
Init
iati
ve
Always tries to do things independently Always ready to participate in oral discussionsextra curricular activities
Most of the times tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Often tries to do things independently Often ready to participate in oral discussionsextra curricular activities
Sometimes tries to do things independently Sometimes ready to participate in oral discussionsextra curricular activities
Never does things independently a voids participating in oral discussionsextra curricular activities
Sp
irit
of
serv
ice
Always volunteers to participate in all activities for a social cause Always ready to help others
Volunteers to participate in activities for a social cause most of the time Often ready to help others
Often volunteers to participate in activities for a social cause Often helps others
Sometimes volunteers to participate in activities for a social cause Sometimes helps others
Rarely participates in activities for a social cause Never bothers to help others
Re
spe
ct o
the
rs
pro
pe
rty
Always follows rules and regulations Takes good care of property and consciously makes efforts to keep the environment clean
Most of the time follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Often follows rules and regulations Takes care of property and often makes efforts to keep the environment clean
Sometimes follows rules and regulations Does bother about others property Sometimes litters hisher surroundings
Does not follow rules and regulations Is not sensitive about others property Often litters hisher surroundings
Se
lf c
on
tro
l
Well disciplined in the classroom corridors staircase Never misbehaves or fights in the playgroundbreak Emotionally a balanced child
Disciplined in the classroomcorridorsstair case most of the time Never misbehaves or fights in the playgroundbreak
Disciplined in the classroomcorridors staircase most of the time Occasionally misbehaves or fights in the playground break
Disciplined in the classroom but not in corridors staircase Often misbehaves or fightsbullies in the play groundbreak
Indiscipline in the classroomcorridorsstaircase Mostly misbehaves fights bullies in the playgroundbreak
ART amp CRAFT
Inte
rest
Shows great enjoyment and aptitude for drawing and painting - recognizes the value of art
Shows great enjoyment and aptitude for drawing and painting ndash recognizes the value of art most of the time
Enjoys drawing and painting Shows imagination some time
Prefers to be guided than using his own imagination
Prefers to reproduce what is seen Needs repeated instruction
Cre
ati
vit
y
Has original drawing and innovativeness in the work Shows more feeling and expressions in hisher work
Has original drawing and innovativeness in the work shows more feeling and expressions in hisher work most of the time
Good at reproducing Shows feelings and emotions
Can communicate the ideas in terms of effect and appeal
Lacks creativity and looks for ideas and instructions from the teachers
Sk
ill
Excellent development of skills and high performance
Excellent development of skills and high performance most of the time
Skills development is good but performs occasionally
Very slow skill development
No skills
Learning Indicators (Source NCERT CCE Manual)
ENGLISH
At the end of class III learners will be able to do the following (Learning outcomes) Talk about themselves members of the family and the people in their surroundings Follow simple instructions requests and questions and use formulaic expressions
appropriately Enjoy doing tasks (including singing a rhyme or identifying a person object or thing)
in English Recognize whole words or chunks of language Recognize small and capital forms of
English alphabet both in context and in isolation Read simple wordsshort sentences with the help of pictures and understand them
Write simple wordsphrasesshort sentences Listening Curricular Expectations Understand simple English language spoken in their immediate environment Enthusiasm to listen to English with understanding Appreciate non-verbal clues and respond through speaking body language
Pedagogic Processes Clear lip movement for children with hearing impairment to lip read
Familiarizing children with day to day spoken English (small sentences and phrases) in class assembly playground etc with peersgroups
Creating learning situations for using greetings and polite forms of expression Using formulaic expressions such as lsquoSit in a circlersquo and helping children become familiar with these expressions and use them
Familiarizing children with the sound system of English through chunks of language such as ldquoan applerdquo and connecting it with visualsrealia
Giving oral instructions for gamesactivities in simple English Introducing content and devising tasks that encourage children to draw on diverse
experiences and make connections with what is worthwhile and important to them Encouraging children to watch English cartoons (Listening and speaking are
developing in conjunction) and speak about it Providing input via audio-videoreading out from material and generating interest
through pair and group workrole-play Facilitating pairgroup work where children share their experiences
Providing learning situations such as role play to listen and communicate messages Using picture clips photos singing storytelling effective questions music etc
Narrating variety of stories from the textbook and beyond helping children to talk about the main idea Using a number of facial expressions dramatizing and picturising stories
Asking questions based on the texts using mother tongue and scaffolding wherever necessary using role play
Reading aloud action songspoems encouraging children to sing collectively (Listening and speaking are connected) using gestures
Giving dictation of a few simple sentences to enable children to listen and write (Listening is linked with speakingwriting)
Playing music (non-verbal) and encouraging children to express themselves through speech action dance drama photographs film clips puppets comics displays and singing
Drawing attention to onomatopoeic sounds such as a tap-tap buzz grrr etc
Learning Indicators (Progression) Listening Responds to English words and sentences used in classschool in home
languageEnglish eg mode of transportation post office other sources etc and reads the poem aloud and
enact etc Responds to simple greetings and polite forms of expression in Englishhome
languagefacial expressionbody language eg Please work with your friend etc Let us tidy the place (simple 6-8 sentences)
Follows rules of gamesactivities eg Today we will play lsquorelay racersquo Do you know how is it played Irsquoll tell you the rules and wersquoll play
Engages with English cartoons childrenrsquos filmsvisuals eg Describe what you saw in the film and other related questions etc
Shows interest in listening to experiences of her peers and others in English and home language eg All the students had gone for a picnic and are now sharing their experiences
Attends to oral messagestelephonic communications and communicates them in English home language eg Receives messages and conveys Listens to new words and pointsindicates objects and persons eg Listening a story and understanding the meaning of words in context
Understands the story and tells the main action in it (Listening amp Speaking in conjunction) in home languageEnglishsign language
Shows enthusiasm to listen to English poems songs jokes eg Birds sing phone rings Responds to questions asked on textual material narrated stories in English home language eg Do you enjoy train rides
Takes dictation of chunks of words eg describing the classroom Draws with interest after listening to the input eg Follows steps and does the task and
also listens and writes wordssentence with understanding such as let us make an envelope
Enjoys rhyme and rhythm of poems and sings aloud eg I found a shell a curly one Lying on the sand Appreciates music and expresses in actionspeech Listens and co-relates various onomatopoeic sounds talks about them eg Tak tak is anybody there
Speaking Curricular Expectations Able to speak English along with home languageAble to ask questions Able to recite poems say dialogues phrases from stories plays etc Pedagogic Processes Encouraging lip reading to understand words even without sound Creating learning situations to introduce themselves to a new studentanother
teacher a visitorprincipal Familiarizing children with new vocabulary as per their context and making them
speak Using pictures objects realia models and wall displays at eye level large prints and signs Providing input encouraging for participation in class morning assembly programmes Providing situations picturesimagesartifacts to help children speak about them in pairgroups Creating learning situations via-drama storytelling group work role-playmock-
telephonic conversationsconversations between and among family members connecting it with the characters from lessons
Creating learning situations to speak about hobbies games food etc Giving a prompt to help children speak ldquoYou know I read a story which goes like thisrdquo
ldquoOnce my brother played a prank on me rdquo Based on the reading of the text children are encouraged to speak eg comprehension
connecting to previous knowledge
Varying the input as per the special needs of the child with hearing impairment Connecting learning to the real world and encouraging them to ask questions such as
Why canrsquot we play now Encouraging children to imagine and speak about characters and situations using
prompts or pictures to help children create stories Encouraging children to raise queries amp ask questions through various modalities like
visual auditory and kinesthetic Providing poems (from textbooks and other sources chosen by the teacher children
from childrenrsquos magazines childrenrsquos section in newspapers) All the bells are ringing there 10 Providing storiesplays (from textbooks and
beyond the textbook) Learning Indicators (Progression) Speaking Uses simple sentences to introduce herself in English home languagesign language
eg I am Jagat I study in class III I like ice cream and orange juice Speaks as per context eg Given a context from the text or real world gives appropriate
words Participates in different events such as role play poetry recitation drama organized
in school from time to time Speaks about situationspicturesimages in English and home language
Engages in conversation in English and home language with friends teachers and family using simple sentences and Responses eg The kite is flying The aero plane also flies
Narrates her personal experiences anecdotes stories she has read or heard in Englishhome languagesign language eg My pup is very sweet
Makes requests uses greetings and polite forms of expression Expresses her likes and dislikes eg I like to jump and skip Responds especially to the textual questions being asked in both English class and in
other subject classes in Englishhome language Narrates stories (imaginarydreamsactual situations etc) Asks questions about
things around her Asks questions based on the textbeyond the text out of curiositywhile engaging in conversation
Recites rhymes poems songs in groups and individually and through acting out Says phrasesdialogues from storiesplays Retells main idea of the storyplay
Reading They recognize some words in English and make some attempts to read unknown words using initial sounds They mostly rely on illustrations and teacher support to establish meaning in a text and may not understand everything that they read While they continue to use early decoding skills they are not yet able to predict from language context alone because of their yet developing English proficiency Gradually they can follow and read short simple texts along with the teacher and in class as shared reading activities
Curricular Expectations Understand the main idea locate details in the text (seen and unseen) Able to ask questions Understands the form and functions of grammar in context
Pedagogic Processes Providing visualspointing to illustrations in texts to encourage children to read
Familiarizes children with both small and capital letters of the alphabet Facilitating comprehension through various textsmovementactions Facilitating children to locate details sequence of ideas and eventsidentifying main
idea through various types of comprehension questions Facilitating children to relate ideas of the text with personal experience through
questions and interaction Introducing stories to facilitate comprehension Listening to poems showing
understanding through tone volume and action Introducing different kinds of texts such as descriptions stories folktales and poems
Providing beyond the text materials such as advertisements notices etc Facilitating reading of childrenrsquos magazines and childrenrsquos section of newspapers and
enriching the reading habits through exposure to school library reading corner Introducing titles of books movies etc Encouraging children to raise questions based
on their reading Drawing attention towards use of grammar in context and explaining it such as nouns
adjectives etc eg red rose Drawing attention to the use of punctuation through a variety of texts such as use of
capital and small case comma full stop Learning Indicators (Progression) Reading Reads small texts with comprehension Identifies locates main idea details and the
sequence of ideas and events and draws conclusions based on reading Relates ideas with her personal experiences eg After reading a story on travel is able
to connect with her experience of travelling in a bus train etc Reads and relates texts of home language Recognises themes such as triumph of good over evil Engages with different kinds of texts descriptions stories folktales and poems eg
She narrates the story that also deals with similar issues and connects with her life Connects with real life including home languagesign language
Engages in reading beyond the text materials and enjoys reading Infers the meaning of unfamiliar words by reading them in context
Reads titles of books movies captions Asks questions based on the reading or out of curiosity
Uses simple grammar in sentences eg Jamala is a good student Uses appropriate punctuation eg Jatin is my friend
Writing They develop the ability to use some basic conventions of writing in English They write texts using sentence structures based on oral structures and very simple repetitive texts By the end of class III they are beginning to write their own very short simple texts They write with less need for teacher transcription Their attempts at spelling depend on sounds Children begin with one word to phrases to sentences across class levels
Curricular Expectations Able to write short simple texts Pedagogic Processes Facilitating children to form letters and spacing properly Familiarising children with words from the text and immediate surroundings Drawing attention to the use of capital letters and punctuation marks such as full stop
comma question mark etc Giving dictation of sentencesshort paragraphs (listening and writing are developed in conjunction)
Providing texts (seen amp unseen) and encouraging writing answers to comprehension questions Providing verbalvisual clues to develop words sentence paragraphs Encouraging children to write on self family pets and home etc (Giving extra time
for children writing in Braille) Providing examples of writing through a variety of examples Providing examples of wordsphrases (linkers) to indicate sequence such as lsquoandrsquo butrsquo etc Providing examples of written texts to familiarize with grammar in context Familiarizing children with rhyming words creating rhythm through a poem Providing a variety of contexts such as going for a picnic a fair etc and helping them
develop new vocabulary Learning Indicators (Progression) Writing Draws enthusiastically according to the context and writes a little name etc Uses proper spacing between letters words and sentences Writes familiar words phrases simple sentences in Braille or print Uses capital letters and punctuation marks eg Finally I dressed up and went to school Takes dictation of chunks of words eg items needed for class library Writes answers for textual questions after comprehension (Writing is linked to
reading) Writes wordssentence paragraphs with the help of verbalvisual clues eg Pictures of
flowers fruits animals etc and writes Writes descriptions narratives 5-6 simple sentences on personal experiences Describing any event place object eg Look at the fish tank and write three sentences what you see
Uses appropriate punctuation forms in a variety of written texts Writes rhyming words eg Day-bay mouse house etc Makes lists for various purposes eg Prepare a list for class picnic mat water bottle tiffin towel bag etc Contributes for the school magazine (drawing with caption etc)
Concern for Immediate Environment Curricular Expectations
Develop concern for immediate environment (both physical and social) through observation which leads to development of language skills in an integrated manner Pedagogic Processes
Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and providing related vocabulary
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
ART amp CRAFT
Inte
rest
Shows great enjoyment and aptitude for drawing and painting - recognizes the value of art
Shows great enjoyment and aptitude for drawing and painting ndash recognizes the value of art most of the time
Enjoys drawing and painting Shows imagination some time
Prefers to be guided than using his own imagination
Prefers to reproduce what is seen Needs repeated instruction
Cre
ati
vit
y
Has original drawing and innovativeness in the work Shows more feeling and expressions in hisher work
Has original drawing and innovativeness in the work shows more feeling and expressions in hisher work most of the time
Good at reproducing Shows feelings and emotions
Can communicate the ideas in terms of effect and appeal
Lacks creativity and looks for ideas and instructions from the teachers
Sk
ill
Excellent development of skills and high performance
Excellent development of skills and high performance most of the time
Skills development is good but performs occasionally
Very slow skill development
No skills
Learning Indicators (Source NCERT CCE Manual)
ENGLISH
At the end of class III learners will be able to do the following (Learning outcomes) Talk about themselves members of the family and the people in their surroundings Follow simple instructions requests and questions and use formulaic expressions
appropriately Enjoy doing tasks (including singing a rhyme or identifying a person object or thing)
in English Recognize whole words or chunks of language Recognize small and capital forms of
English alphabet both in context and in isolation Read simple wordsshort sentences with the help of pictures and understand them
Write simple wordsphrasesshort sentences Listening Curricular Expectations Understand simple English language spoken in their immediate environment Enthusiasm to listen to English with understanding Appreciate non-verbal clues and respond through speaking body language
Pedagogic Processes Clear lip movement for children with hearing impairment to lip read
Familiarizing children with day to day spoken English (small sentences and phrases) in class assembly playground etc with peersgroups
Creating learning situations for using greetings and polite forms of expression Using formulaic expressions such as lsquoSit in a circlersquo and helping children become familiar with these expressions and use them
Familiarizing children with the sound system of English through chunks of language such as ldquoan applerdquo and connecting it with visualsrealia
Giving oral instructions for gamesactivities in simple English Introducing content and devising tasks that encourage children to draw on diverse
experiences and make connections with what is worthwhile and important to them Encouraging children to watch English cartoons (Listening and speaking are
developing in conjunction) and speak about it Providing input via audio-videoreading out from material and generating interest
through pair and group workrole-play Facilitating pairgroup work where children share their experiences
Providing learning situations such as role play to listen and communicate messages Using picture clips photos singing storytelling effective questions music etc
Narrating variety of stories from the textbook and beyond helping children to talk about the main idea Using a number of facial expressions dramatizing and picturising stories
Asking questions based on the texts using mother tongue and scaffolding wherever necessary using role play
Reading aloud action songspoems encouraging children to sing collectively (Listening and speaking are connected) using gestures
Giving dictation of a few simple sentences to enable children to listen and write (Listening is linked with speakingwriting)
Playing music (non-verbal) and encouraging children to express themselves through speech action dance drama photographs film clips puppets comics displays and singing
Drawing attention to onomatopoeic sounds such as a tap-tap buzz grrr etc
Learning Indicators (Progression) Listening Responds to English words and sentences used in classschool in home
languageEnglish eg mode of transportation post office other sources etc and reads the poem aloud and
enact etc Responds to simple greetings and polite forms of expression in Englishhome
languagefacial expressionbody language eg Please work with your friend etc Let us tidy the place (simple 6-8 sentences)
Follows rules of gamesactivities eg Today we will play lsquorelay racersquo Do you know how is it played Irsquoll tell you the rules and wersquoll play
Engages with English cartoons childrenrsquos filmsvisuals eg Describe what you saw in the film and other related questions etc
Shows interest in listening to experiences of her peers and others in English and home language eg All the students had gone for a picnic and are now sharing their experiences
Attends to oral messagestelephonic communications and communicates them in English home language eg Receives messages and conveys Listens to new words and pointsindicates objects and persons eg Listening a story and understanding the meaning of words in context
Understands the story and tells the main action in it (Listening amp Speaking in conjunction) in home languageEnglishsign language
Shows enthusiasm to listen to English poems songs jokes eg Birds sing phone rings Responds to questions asked on textual material narrated stories in English home language eg Do you enjoy train rides
Takes dictation of chunks of words eg describing the classroom Draws with interest after listening to the input eg Follows steps and does the task and
also listens and writes wordssentence with understanding such as let us make an envelope
Enjoys rhyme and rhythm of poems and sings aloud eg I found a shell a curly one Lying on the sand Appreciates music and expresses in actionspeech Listens and co-relates various onomatopoeic sounds talks about them eg Tak tak is anybody there
Speaking Curricular Expectations Able to speak English along with home languageAble to ask questions Able to recite poems say dialogues phrases from stories plays etc Pedagogic Processes Encouraging lip reading to understand words even without sound Creating learning situations to introduce themselves to a new studentanother
teacher a visitorprincipal Familiarizing children with new vocabulary as per their context and making them
speak Using pictures objects realia models and wall displays at eye level large prints and signs Providing input encouraging for participation in class morning assembly programmes Providing situations picturesimagesartifacts to help children speak about them in pairgroups Creating learning situations via-drama storytelling group work role-playmock-
telephonic conversationsconversations between and among family members connecting it with the characters from lessons
Creating learning situations to speak about hobbies games food etc Giving a prompt to help children speak ldquoYou know I read a story which goes like thisrdquo
ldquoOnce my brother played a prank on me rdquo Based on the reading of the text children are encouraged to speak eg comprehension
connecting to previous knowledge
Varying the input as per the special needs of the child with hearing impairment Connecting learning to the real world and encouraging them to ask questions such as
Why canrsquot we play now Encouraging children to imagine and speak about characters and situations using
prompts or pictures to help children create stories Encouraging children to raise queries amp ask questions through various modalities like
visual auditory and kinesthetic Providing poems (from textbooks and other sources chosen by the teacher children
from childrenrsquos magazines childrenrsquos section in newspapers) All the bells are ringing there 10 Providing storiesplays (from textbooks and
beyond the textbook) Learning Indicators (Progression) Speaking Uses simple sentences to introduce herself in English home languagesign language
eg I am Jagat I study in class III I like ice cream and orange juice Speaks as per context eg Given a context from the text or real world gives appropriate
words Participates in different events such as role play poetry recitation drama organized
in school from time to time Speaks about situationspicturesimages in English and home language
Engages in conversation in English and home language with friends teachers and family using simple sentences and Responses eg The kite is flying The aero plane also flies
Narrates her personal experiences anecdotes stories she has read or heard in Englishhome languagesign language eg My pup is very sweet
Makes requests uses greetings and polite forms of expression Expresses her likes and dislikes eg I like to jump and skip Responds especially to the textual questions being asked in both English class and in
other subject classes in Englishhome language Narrates stories (imaginarydreamsactual situations etc) Asks questions about
things around her Asks questions based on the textbeyond the text out of curiositywhile engaging in conversation
Recites rhymes poems songs in groups and individually and through acting out Says phrasesdialogues from storiesplays Retells main idea of the storyplay
Reading They recognize some words in English and make some attempts to read unknown words using initial sounds They mostly rely on illustrations and teacher support to establish meaning in a text and may not understand everything that they read While they continue to use early decoding skills they are not yet able to predict from language context alone because of their yet developing English proficiency Gradually they can follow and read short simple texts along with the teacher and in class as shared reading activities
Curricular Expectations Understand the main idea locate details in the text (seen and unseen) Able to ask questions Understands the form and functions of grammar in context
Pedagogic Processes Providing visualspointing to illustrations in texts to encourage children to read
Familiarizes children with both small and capital letters of the alphabet Facilitating comprehension through various textsmovementactions Facilitating children to locate details sequence of ideas and eventsidentifying main
idea through various types of comprehension questions Facilitating children to relate ideas of the text with personal experience through
questions and interaction Introducing stories to facilitate comprehension Listening to poems showing
understanding through tone volume and action Introducing different kinds of texts such as descriptions stories folktales and poems
Providing beyond the text materials such as advertisements notices etc Facilitating reading of childrenrsquos magazines and childrenrsquos section of newspapers and
enriching the reading habits through exposure to school library reading corner Introducing titles of books movies etc Encouraging children to raise questions based
on their reading Drawing attention towards use of grammar in context and explaining it such as nouns
adjectives etc eg red rose Drawing attention to the use of punctuation through a variety of texts such as use of
capital and small case comma full stop Learning Indicators (Progression) Reading Reads small texts with comprehension Identifies locates main idea details and the
sequence of ideas and events and draws conclusions based on reading Relates ideas with her personal experiences eg After reading a story on travel is able
to connect with her experience of travelling in a bus train etc Reads and relates texts of home language Recognises themes such as triumph of good over evil Engages with different kinds of texts descriptions stories folktales and poems eg
She narrates the story that also deals with similar issues and connects with her life Connects with real life including home languagesign language
Engages in reading beyond the text materials and enjoys reading Infers the meaning of unfamiliar words by reading them in context
Reads titles of books movies captions Asks questions based on the reading or out of curiosity
Uses simple grammar in sentences eg Jamala is a good student Uses appropriate punctuation eg Jatin is my friend
Writing They develop the ability to use some basic conventions of writing in English They write texts using sentence structures based on oral structures and very simple repetitive texts By the end of class III they are beginning to write their own very short simple texts They write with less need for teacher transcription Their attempts at spelling depend on sounds Children begin with one word to phrases to sentences across class levels
Curricular Expectations Able to write short simple texts Pedagogic Processes Facilitating children to form letters and spacing properly Familiarising children with words from the text and immediate surroundings Drawing attention to the use of capital letters and punctuation marks such as full stop
comma question mark etc Giving dictation of sentencesshort paragraphs (listening and writing are developed in conjunction)
Providing texts (seen amp unseen) and encouraging writing answers to comprehension questions Providing verbalvisual clues to develop words sentence paragraphs Encouraging children to write on self family pets and home etc (Giving extra time
for children writing in Braille) Providing examples of writing through a variety of examples Providing examples of wordsphrases (linkers) to indicate sequence such as lsquoandrsquo butrsquo etc Providing examples of written texts to familiarize with grammar in context Familiarizing children with rhyming words creating rhythm through a poem Providing a variety of contexts such as going for a picnic a fair etc and helping them
develop new vocabulary Learning Indicators (Progression) Writing Draws enthusiastically according to the context and writes a little name etc Uses proper spacing between letters words and sentences Writes familiar words phrases simple sentences in Braille or print Uses capital letters and punctuation marks eg Finally I dressed up and went to school Takes dictation of chunks of words eg items needed for class library Writes answers for textual questions after comprehension (Writing is linked to
reading) Writes wordssentence paragraphs with the help of verbalvisual clues eg Pictures of
flowers fruits animals etc and writes Writes descriptions narratives 5-6 simple sentences on personal experiences Describing any event place object eg Look at the fish tank and write three sentences what you see
Uses appropriate punctuation forms in a variety of written texts Writes rhyming words eg Day-bay mouse house etc Makes lists for various purposes eg Prepare a list for class picnic mat water bottle tiffin towel bag etc Contributes for the school magazine (drawing with caption etc)
Concern for Immediate Environment Curricular Expectations
Develop concern for immediate environment (both physical and social) through observation which leads to development of language skills in an integrated manner Pedagogic Processes
Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and providing related vocabulary
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
Pedagogic Processes Clear lip movement for children with hearing impairment to lip read
Familiarizing children with day to day spoken English (small sentences and phrases) in class assembly playground etc with peersgroups
Creating learning situations for using greetings and polite forms of expression Using formulaic expressions such as lsquoSit in a circlersquo and helping children become familiar with these expressions and use them
Familiarizing children with the sound system of English through chunks of language such as ldquoan applerdquo and connecting it with visualsrealia
Giving oral instructions for gamesactivities in simple English Introducing content and devising tasks that encourage children to draw on diverse
experiences and make connections with what is worthwhile and important to them Encouraging children to watch English cartoons (Listening and speaking are
developing in conjunction) and speak about it Providing input via audio-videoreading out from material and generating interest
through pair and group workrole-play Facilitating pairgroup work where children share their experiences
Providing learning situations such as role play to listen and communicate messages Using picture clips photos singing storytelling effective questions music etc
Narrating variety of stories from the textbook and beyond helping children to talk about the main idea Using a number of facial expressions dramatizing and picturising stories
Asking questions based on the texts using mother tongue and scaffolding wherever necessary using role play
Reading aloud action songspoems encouraging children to sing collectively (Listening and speaking are connected) using gestures
Giving dictation of a few simple sentences to enable children to listen and write (Listening is linked with speakingwriting)
Playing music (non-verbal) and encouraging children to express themselves through speech action dance drama photographs film clips puppets comics displays and singing
Drawing attention to onomatopoeic sounds such as a tap-tap buzz grrr etc
Learning Indicators (Progression) Listening Responds to English words and sentences used in classschool in home
languageEnglish eg mode of transportation post office other sources etc and reads the poem aloud and
enact etc Responds to simple greetings and polite forms of expression in Englishhome
languagefacial expressionbody language eg Please work with your friend etc Let us tidy the place (simple 6-8 sentences)
Follows rules of gamesactivities eg Today we will play lsquorelay racersquo Do you know how is it played Irsquoll tell you the rules and wersquoll play
Engages with English cartoons childrenrsquos filmsvisuals eg Describe what you saw in the film and other related questions etc
Shows interest in listening to experiences of her peers and others in English and home language eg All the students had gone for a picnic and are now sharing their experiences
Attends to oral messagestelephonic communications and communicates them in English home language eg Receives messages and conveys Listens to new words and pointsindicates objects and persons eg Listening a story and understanding the meaning of words in context
Understands the story and tells the main action in it (Listening amp Speaking in conjunction) in home languageEnglishsign language
Shows enthusiasm to listen to English poems songs jokes eg Birds sing phone rings Responds to questions asked on textual material narrated stories in English home language eg Do you enjoy train rides
Takes dictation of chunks of words eg describing the classroom Draws with interest after listening to the input eg Follows steps and does the task and
also listens and writes wordssentence with understanding such as let us make an envelope
Enjoys rhyme and rhythm of poems and sings aloud eg I found a shell a curly one Lying on the sand Appreciates music and expresses in actionspeech Listens and co-relates various onomatopoeic sounds talks about them eg Tak tak is anybody there
Speaking Curricular Expectations Able to speak English along with home languageAble to ask questions Able to recite poems say dialogues phrases from stories plays etc Pedagogic Processes Encouraging lip reading to understand words even without sound Creating learning situations to introduce themselves to a new studentanother
teacher a visitorprincipal Familiarizing children with new vocabulary as per their context and making them
speak Using pictures objects realia models and wall displays at eye level large prints and signs Providing input encouraging for participation in class morning assembly programmes Providing situations picturesimagesartifacts to help children speak about them in pairgroups Creating learning situations via-drama storytelling group work role-playmock-
telephonic conversationsconversations between and among family members connecting it with the characters from lessons
Creating learning situations to speak about hobbies games food etc Giving a prompt to help children speak ldquoYou know I read a story which goes like thisrdquo
ldquoOnce my brother played a prank on me rdquo Based on the reading of the text children are encouraged to speak eg comprehension
connecting to previous knowledge
Varying the input as per the special needs of the child with hearing impairment Connecting learning to the real world and encouraging them to ask questions such as
Why canrsquot we play now Encouraging children to imagine and speak about characters and situations using
prompts or pictures to help children create stories Encouraging children to raise queries amp ask questions through various modalities like
visual auditory and kinesthetic Providing poems (from textbooks and other sources chosen by the teacher children
from childrenrsquos magazines childrenrsquos section in newspapers) All the bells are ringing there 10 Providing storiesplays (from textbooks and
beyond the textbook) Learning Indicators (Progression) Speaking Uses simple sentences to introduce herself in English home languagesign language
eg I am Jagat I study in class III I like ice cream and orange juice Speaks as per context eg Given a context from the text or real world gives appropriate
words Participates in different events such as role play poetry recitation drama organized
in school from time to time Speaks about situationspicturesimages in English and home language
Engages in conversation in English and home language with friends teachers and family using simple sentences and Responses eg The kite is flying The aero plane also flies
Narrates her personal experiences anecdotes stories she has read or heard in Englishhome languagesign language eg My pup is very sweet
Makes requests uses greetings and polite forms of expression Expresses her likes and dislikes eg I like to jump and skip Responds especially to the textual questions being asked in both English class and in
other subject classes in Englishhome language Narrates stories (imaginarydreamsactual situations etc) Asks questions about
things around her Asks questions based on the textbeyond the text out of curiositywhile engaging in conversation
Recites rhymes poems songs in groups and individually and through acting out Says phrasesdialogues from storiesplays Retells main idea of the storyplay
Reading They recognize some words in English and make some attempts to read unknown words using initial sounds They mostly rely on illustrations and teacher support to establish meaning in a text and may not understand everything that they read While they continue to use early decoding skills they are not yet able to predict from language context alone because of their yet developing English proficiency Gradually they can follow and read short simple texts along with the teacher and in class as shared reading activities
Curricular Expectations Understand the main idea locate details in the text (seen and unseen) Able to ask questions Understands the form and functions of grammar in context
Pedagogic Processes Providing visualspointing to illustrations in texts to encourage children to read
Familiarizes children with both small and capital letters of the alphabet Facilitating comprehension through various textsmovementactions Facilitating children to locate details sequence of ideas and eventsidentifying main
idea through various types of comprehension questions Facilitating children to relate ideas of the text with personal experience through
questions and interaction Introducing stories to facilitate comprehension Listening to poems showing
understanding through tone volume and action Introducing different kinds of texts such as descriptions stories folktales and poems
Providing beyond the text materials such as advertisements notices etc Facilitating reading of childrenrsquos magazines and childrenrsquos section of newspapers and
enriching the reading habits through exposure to school library reading corner Introducing titles of books movies etc Encouraging children to raise questions based
on their reading Drawing attention towards use of grammar in context and explaining it such as nouns
adjectives etc eg red rose Drawing attention to the use of punctuation through a variety of texts such as use of
capital and small case comma full stop Learning Indicators (Progression) Reading Reads small texts with comprehension Identifies locates main idea details and the
sequence of ideas and events and draws conclusions based on reading Relates ideas with her personal experiences eg After reading a story on travel is able
to connect with her experience of travelling in a bus train etc Reads and relates texts of home language Recognises themes such as triumph of good over evil Engages with different kinds of texts descriptions stories folktales and poems eg
She narrates the story that also deals with similar issues and connects with her life Connects with real life including home languagesign language
Engages in reading beyond the text materials and enjoys reading Infers the meaning of unfamiliar words by reading them in context
Reads titles of books movies captions Asks questions based on the reading or out of curiosity
Uses simple grammar in sentences eg Jamala is a good student Uses appropriate punctuation eg Jatin is my friend
Writing They develop the ability to use some basic conventions of writing in English They write texts using sentence structures based on oral structures and very simple repetitive texts By the end of class III they are beginning to write their own very short simple texts They write with less need for teacher transcription Their attempts at spelling depend on sounds Children begin with one word to phrases to sentences across class levels
Curricular Expectations Able to write short simple texts Pedagogic Processes Facilitating children to form letters and spacing properly Familiarising children with words from the text and immediate surroundings Drawing attention to the use of capital letters and punctuation marks such as full stop
comma question mark etc Giving dictation of sentencesshort paragraphs (listening and writing are developed in conjunction)
Providing texts (seen amp unseen) and encouraging writing answers to comprehension questions Providing verbalvisual clues to develop words sentence paragraphs Encouraging children to write on self family pets and home etc (Giving extra time
for children writing in Braille) Providing examples of writing through a variety of examples Providing examples of wordsphrases (linkers) to indicate sequence such as lsquoandrsquo butrsquo etc Providing examples of written texts to familiarize with grammar in context Familiarizing children with rhyming words creating rhythm through a poem Providing a variety of contexts such as going for a picnic a fair etc and helping them
develop new vocabulary Learning Indicators (Progression) Writing Draws enthusiastically according to the context and writes a little name etc Uses proper spacing between letters words and sentences Writes familiar words phrases simple sentences in Braille or print Uses capital letters and punctuation marks eg Finally I dressed up and went to school Takes dictation of chunks of words eg items needed for class library Writes answers for textual questions after comprehension (Writing is linked to
reading) Writes wordssentence paragraphs with the help of verbalvisual clues eg Pictures of
flowers fruits animals etc and writes Writes descriptions narratives 5-6 simple sentences on personal experiences Describing any event place object eg Look at the fish tank and write three sentences what you see
Uses appropriate punctuation forms in a variety of written texts Writes rhyming words eg Day-bay mouse house etc Makes lists for various purposes eg Prepare a list for class picnic mat water bottle tiffin towel bag etc Contributes for the school magazine (drawing with caption etc)
Concern for Immediate Environment Curricular Expectations
Develop concern for immediate environment (both physical and social) through observation which leads to development of language skills in an integrated manner Pedagogic Processes
Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and providing related vocabulary
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
Engages with English cartoons childrenrsquos filmsvisuals eg Describe what you saw in the film and other related questions etc
Shows interest in listening to experiences of her peers and others in English and home language eg All the students had gone for a picnic and are now sharing their experiences
Attends to oral messagestelephonic communications and communicates them in English home language eg Receives messages and conveys Listens to new words and pointsindicates objects and persons eg Listening a story and understanding the meaning of words in context
Understands the story and tells the main action in it (Listening amp Speaking in conjunction) in home languageEnglishsign language
Shows enthusiasm to listen to English poems songs jokes eg Birds sing phone rings Responds to questions asked on textual material narrated stories in English home language eg Do you enjoy train rides
Takes dictation of chunks of words eg describing the classroom Draws with interest after listening to the input eg Follows steps and does the task and
also listens and writes wordssentence with understanding such as let us make an envelope
Enjoys rhyme and rhythm of poems and sings aloud eg I found a shell a curly one Lying on the sand Appreciates music and expresses in actionspeech Listens and co-relates various onomatopoeic sounds talks about them eg Tak tak is anybody there
Speaking Curricular Expectations Able to speak English along with home languageAble to ask questions Able to recite poems say dialogues phrases from stories plays etc Pedagogic Processes Encouraging lip reading to understand words even without sound Creating learning situations to introduce themselves to a new studentanother
teacher a visitorprincipal Familiarizing children with new vocabulary as per their context and making them
speak Using pictures objects realia models and wall displays at eye level large prints and signs Providing input encouraging for participation in class morning assembly programmes Providing situations picturesimagesartifacts to help children speak about them in pairgroups Creating learning situations via-drama storytelling group work role-playmock-
telephonic conversationsconversations between and among family members connecting it with the characters from lessons
Creating learning situations to speak about hobbies games food etc Giving a prompt to help children speak ldquoYou know I read a story which goes like thisrdquo
ldquoOnce my brother played a prank on me rdquo Based on the reading of the text children are encouraged to speak eg comprehension
connecting to previous knowledge
Varying the input as per the special needs of the child with hearing impairment Connecting learning to the real world and encouraging them to ask questions such as
Why canrsquot we play now Encouraging children to imagine and speak about characters and situations using
prompts or pictures to help children create stories Encouraging children to raise queries amp ask questions through various modalities like
visual auditory and kinesthetic Providing poems (from textbooks and other sources chosen by the teacher children
from childrenrsquos magazines childrenrsquos section in newspapers) All the bells are ringing there 10 Providing storiesplays (from textbooks and
beyond the textbook) Learning Indicators (Progression) Speaking Uses simple sentences to introduce herself in English home languagesign language
eg I am Jagat I study in class III I like ice cream and orange juice Speaks as per context eg Given a context from the text or real world gives appropriate
words Participates in different events such as role play poetry recitation drama organized
in school from time to time Speaks about situationspicturesimages in English and home language
Engages in conversation in English and home language with friends teachers and family using simple sentences and Responses eg The kite is flying The aero plane also flies
Narrates her personal experiences anecdotes stories she has read or heard in Englishhome languagesign language eg My pup is very sweet
Makes requests uses greetings and polite forms of expression Expresses her likes and dislikes eg I like to jump and skip Responds especially to the textual questions being asked in both English class and in
other subject classes in Englishhome language Narrates stories (imaginarydreamsactual situations etc) Asks questions about
things around her Asks questions based on the textbeyond the text out of curiositywhile engaging in conversation
Recites rhymes poems songs in groups and individually and through acting out Says phrasesdialogues from storiesplays Retells main idea of the storyplay
Reading They recognize some words in English and make some attempts to read unknown words using initial sounds They mostly rely on illustrations and teacher support to establish meaning in a text and may not understand everything that they read While they continue to use early decoding skills they are not yet able to predict from language context alone because of their yet developing English proficiency Gradually they can follow and read short simple texts along with the teacher and in class as shared reading activities
Curricular Expectations Understand the main idea locate details in the text (seen and unseen) Able to ask questions Understands the form and functions of grammar in context
Pedagogic Processes Providing visualspointing to illustrations in texts to encourage children to read
Familiarizes children with both small and capital letters of the alphabet Facilitating comprehension through various textsmovementactions Facilitating children to locate details sequence of ideas and eventsidentifying main
idea through various types of comprehension questions Facilitating children to relate ideas of the text with personal experience through
questions and interaction Introducing stories to facilitate comprehension Listening to poems showing
understanding through tone volume and action Introducing different kinds of texts such as descriptions stories folktales and poems
Providing beyond the text materials such as advertisements notices etc Facilitating reading of childrenrsquos magazines and childrenrsquos section of newspapers and
enriching the reading habits through exposure to school library reading corner Introducing titles of books movies etc Encouraging children to raise questions based
on their reading Drawing attention towards use of grammar in context and explaining it such as nouns
adjectives etc eg red rose Drawing attention to the use of punctuation through a variety of texts such as use of
capital and small case comma full stop Learning Indicators (Progression) Reading Reads small texts with comprehension Identifies locates main idea details and the
sequence of ideas and events and draws conclusions based on reading Relates ideas with her personal experiences eg After reading a story on travel is able
to connect with her experience of travelling in a bus train etc Reads and relates texts of home language Recognises themes such as triumph of good over evil Engages with different kinds of texts descriptions stories folktales and poems eg
She narrates the story that also deals with similar issues and connects with her life Connects with real life including home languagesign language
Engages in reading beyond the text materials and enjoys reading Infers the meaning of unfamiliar words by reading them in context
Reads titles of books movies captions Asks questions based on the reading or out of curiosity
Uses simple grammar in sentences eg Jamala is a good student Uses appropriate punctuation eg Jatin is my friend
Writing They develop the ability to use some basic conventions of writing in English They write texts using sentence structures based on oral structures and very simple repetitive texts By the end of class III they are beginning to write their own very short simple texts They write with less need for teacher transcription Their attempts at spelling depend on sounds Children begin with one word to phrases to sentences across class levels
Curricular Expectations Able to write short simple texts Pedagogic Processes Facilitating children to form letters and spacing properly Familiarising children with words from the text and immediate surroundings Drawing attention to the use of capital letters and punctuation marks such as full stop
comma question mark etc Giving dictation of sentencesshort paragraphs (listening and writing are developed in conjunction)
Providing texts (seen amp unseen) and encouraging writing answers to comprehension questions Providing verbalvisual clues to develop words sentence paragraphs Encouraging children to write on self family pets and home etc (Giving extra time
for children writing in Braille) Providing examples of writing through a variety of examples Providing examples of wordsphrases (linkers) to indicate sequence such as lsquoandrsquo butrsquo etc Providing examples of written texts to familiarize with grammar in context Familiarizing children with rhyming words creating rhythm through a poem Providing a variety of contexts such as going for a picnic a fair etc and helping them
develop new vocabulary Learning Indicators (Progression) Writing Draws enthusiastically according to the context and writes a little name etc Uses proper spacing between letters words and sentences Writes familiar words phrases simple sentences in Braille or print Uses capital letters and punctuation marks eg Finally I dressed up and went to school Takes dictation of chunks of words eg items needed for class library Writes answers for textual questions after comprehension (Writing is linked to
reading) Writes wordssentence paragraphs with the help of verbalvisual clues eg Pictures of
flowers fruits animals etc and writes Writes descriptions narratives 5-6 simple sentences on personal experiences Describing any event place object eg Look at the fish tank and write three sentences what you see
Uses appropriate punctuation forms in a variety of written texts Writes rhyming words eg Day-bay mouse house etc Makes lists for various purposes eg Prepare a list for class picnic mat water bottle tiffin towel bag etc Contributes for the school magazine (drawing with caption etc)
Concern for Immediate Environment Curricular Expectations
Develop concern for immediate environment (both physical and social) through observation which leads to development of language skills in an integrated manner Pedagogic Processes
Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and providing related vocabulary
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
Varying the input as per the special needs of the child with hearing impairment Connecting learning to the real world and encouraging them to ask questions such as
Why canrsquot we play now Encouraging children to imagine and speak about characters and situations using
prompts or pictures to help children create stories Encouraging children to raise queries amp ask questions through various modalities like
visual auditory and kinesthetic Providing poems (from textbooks and other sources chosen by the teacher children
from childrenrsquos magazines childrenrsquos section in newspapers) All the bells are ringing there 10 Providing storiesplays (from textbooks and
beyond the textbook) Learning Indicators (Progression) Speaking Uses simple sentences to introduce herself in English home languagesign language
eg I am Jagat I study in class III I like ice cream and orange juice Speaks as per context eg Given a context from the text or real world gives appropriate
words Participates in different events such as role play poetry recitation drama organized
in school from time to time Speaks about situationspicturesimages in English and home language
Engages in conversation in English and home language with friends teachers and family using simple sentences and Responses eg The kite is flying The aero plane also flies
Narrates her personal experiences anecdotes stories she has read or heard in Englishhome languagesign language eg My pup is very sweet
Makes requests uses greetings and polite forms of expression Expresses her likes and dislikes eg I like to jump and skip Responds especially to the textual questions being asked in both English class and in
other subject classes in Englishhome language Narrates stories (imaginarydreamsactual situations etc) Asks questions about
things around her Asks questions based on the textbeyond the text out of curiositywhile engaging in conversation
Recites rhymes poems songs in groups and individually and through acting out Says phrasesdialogues from storiesplays Retells main idea of the storyplay
Reading They recognize some words in English and make some attempts to read unknown words using initial sounds They mostly rely on illustrations and teacher support to establish meaning in a text and may not understand everything that they read While they continue to use early decoding skills they are not yet able to predict from language context alone because of their yet developing English proficiency Gradually they can follow and read short simple texts along with the teacher and in class as shared reading activities
Curricular Expectations Understand the main idea locate details in the text (seen and unseen) Able to ask questions Understands the form and functions of grammar in context
Pedagogic Processes Providing visualspointing to illustrations in texts to encourage children to read
Familiarizes children with both small and capital letters of the alphabet Facilitating comprehension through various textsmovementactions Facilitating children to locate details sequence of ideas and eventsidentifying main
idea through various types of comprehension questions Facilitating children to relate ideas of the text with personal experience through
questions and interaction Introducing stories to facilitate comprehension Listening to poems showing
understanding through tone volume and action Introducing different kinds of texts such as descriptions stories folktales and poems
Providing beyond the text materials such as advertisements notices etc Facilitating reading of childrenrsquos magazines and childrenrsquos section of newspapers and
enriching the reading habits through exposure to school library reading corner Introducing titles of books movies etc Encouraging children to raise questions based
on their reading Drawing attention towards use of grammar in context and explaining it such as nouns
adjectives etc eg red rose Drawing attention to the use of punctuation through a variety of texts such as use of
capital and small case comma full stop Learning Indicators (Progression) Reading Reads small texts with comprehension Identifies locates main idea details and the
sequence of ideas and events and draws conclusions based on reading Relates ideas with her personal experiences eg After reading a story on travel is able
to connect with her experience of travelling in a bus train etc Reads and relates texts of home language Recognises themes such as triumph of good over evil Engages with different kinds of texts descriptions stories folktales and poems eg
She narrates the story that also deals with similar issues and connects with her life Connects with real life including home languagesign language
Engages in reading beyond the text materials and enjoys reading Infers the meaning of unfamiliar words by reading them in context
Reads titles of books movies captions Asks questions based on the reading or out of curiosity
Uses simple grammar in sentences eg Jamala is a good student Uses appropriate punctuation eg Jatin is my friend
Writing They develop the ability to use some basic conventions of writing in English They write texts using sentence structures based on oral structures and very simple repetitive texts By the end of class III they are beginning to write their own very short simple texts They write with less need for teacher transcription Their attempts at spelling depend on sounds Children begin with one word to phrases to sentences across class levels
Curricular Expectations Able to write short simple texts Pedagogic Processes Facilitating children to form letters and spacing properly Familiarising children with words from the text and immediate surroundings Drawing attention to the use of capital letters and punctuation marks such as full stop
comma question mark etc Giving dictation of sentencesshort paragraphs (listening and writing are developed in conjunction)
Providing texts (seen amp unseen) and encouraging writing answers to comprehension questions Providing verbalvisual clues to develop words sentence paragraphs Encouraging children to write on self family pets and home etc (Giving extra time
for children writing in Braille) Providing examples of writing through a variety of examples Providing examples of wordsphrases (linkers) to indicate sequence such as lsquoandrsquo butrsquo etc Providing examples of written texts to familiarize with grammar in context Familiarizing children with rhyming words creating rhythm through a poem Providing a variety of contexts such as going for a picnic a fair etc and helping them
develop new vocabulary Learning Indicators (Progression) Writing Draws enthusiastically according to the context and writes a little name etc Uses proper spacing between letters words and sentences Writes familiar words phrases simple sentences in Braille or print Uses capital letters and punctuation marks eg Finally I dressed up and went to school Takes dictation of chunks of words eg items needed for class library Writes answers for textual questions after comprehension (Writing is linked to
reading) Writes wordssentence paragraphs with the help of verbalvisual clues eg Pictures of
flowers fruits animals etc and writes Writes descriptions narratives 5-6 simple sentences on personal experiences Describing any event place object eg Look at the fish tank and write three sentences what you see
Uses appropriate punctuation forms in a variety of written texts Writes rhyming words eg Day-bay mouse house etc Makes lists for various purposes eg Prepare a list for class picnic mat water bottle tiffin towel bag etc Contributes for the school magazine (drawing with caption etc)
Concern for Immediate Environment Curricular Expectations
Develop concern for immediate environment (both physical and social) through observation which leads to development of language skills in an integrated manner Pedagogic Processes
Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and providing related vocabulary
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
Pedagogic Processes Providing visualspointing to illustrations in texts to encourage children to read
Familiarizes children with both small and capital letters of the alphabet Facilitating comprehension through various textsmovementactions Facilitating children to locate details sequence of ideas and eventsidentifying main
idea through various types of comprehension questions Facilitating children to relate ideas of the text with personal experience through
questions and interaction Introducing stories to facilitate comprehension Listening to poems showing
understanding through tone volume and action Introducing different kinds of texts such as descriptions stories folktales and poems
Providing beyond the text materials such as advertisements notices etc Facilitating reading of childrenrsquos magazines and childrenrsquos section of newspapers and
enriching the reading habits through exposure to school library reading corner Introducing titles of books movies etc Encouraging children to raise questions based
on their reading Drawing attention towards use of grammar in context and explaining it such as nouns
adjectives etc eg red rose Drawing attention to the use of punctuation through a variety of texts such as use of
capital and small case comma full stop Learning Indicators (Progression) Reading Reads small texts with comprehension Identifies locates main idea details and the
sequence of ideas and events and draws conclusions based on reading Relates ideas with her personal experiences eg After reading a story on travel is able
to connect with her experience of travelling in a bus train etc Reads and relates texts of home language Recognises themes such as triumph of good over evil Engages with different kinds of texts descriptions stories folktales and poems eg
She narrates the story that also deals with similar issues and connects with her life Connects with real life including home languagesign language
Engages in reading beyond the text materials and enjoys reading Infers the meaning of unfamiliar words by reading them in context
Reads titles of books movies captions Asks questions based on the reading or out of curiosity
Uses simple grammar in sentences eg Jamala is a good student Uses appropriate punctuation eg Jatin is my friend
Writing They develop the ability to use some basic conventions of writing in English They write texts using sentence structures based on oral structures and very simple repetitive texts By the end of class III they are beginning to write their own very short simple texts They write with less need for teacher transcription Their attempts at spelling depend on sounds Children begin with one word to phrases to sentences across class levels
Curricular Expectations Able to write short simple texts Pedagogic Processes Facilitating children to form letters and spacing properly Familiarising children with words from the text and immediate surroundings Drawing attention to the use of capital letters and punctuation marks such as full stop
comma question mark etc Giving dictation of sentencesshort paragraphs (listening and writing are developed in conjunction)
Providing texts (seen amp unseen) and encouraging writing answers to comprehension questions Providing verbalvisual clues to develop words sentence paragraphs Encouraging children to write on self family pets and home etc (Giving extra time
for children writing in Braille) Providing examples of writing through a variety of examples Providing examples of wordsphrases (linkers) to indicate sequence such as lsquoandrsquo butrsquo etc Providing examples of written texts to familiarize with grammar in context Familiarizing children with rhyming words creating rhythm through a poem Providing a variety of contexts such as going for a picnic a fair etc and helping them
develop new vocabulary Learning Indicators (Progression) Writing Draws enthusiastically according to the context and writes a little name etc Uses proper spacing between letters words and sentences Writes familiar words phrases simple sentences in Braille or print Uses capital letters and punctuation marks eg Finally I dressed up and went to school Takes dictation of chunks of words eg items needed for class library Writes answers for textual questions after comprehension (Writing is linked to
reading) Writes wordssentence paragraphs with the help of verbalvisual clues eg Pictures of
flowers fruits animals etc and writes Writes descriptions narratives 5-6 simple sentences on personal experiences Describing any event place object eg Look at the fish tank and write three sentences what you see
Uses appropriate punctuation forms in a variety of written texts Writes rhyming words eg Day-bay mouse house etc Makes lists for various purposes eg Prepare a list for class picnic mat water bottle tiffin towel bag etc Contributes for the school magazine (drawing with caption etc)
Concern for Immediate Environment Curricular Expectations
Develop concern for immediate environment (both physical and social) through observation which leads to development of language skills in an integrated manner Pedagogic Processes
Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and providing related vocabulary
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
Curricular Expectations Able to write short simple texts Pedagogic Processes Facilitating children to form letters and spacing properly Familiarising children with words from the text and immediate surroundings Drawing attention to the use of capital letters and punctuation marks such as full stop
comma question mark etc Giving dictation of sentencesshort paragraphs (listening and writing are developed in conjunction)
Providing texts (seen amp unseen) and encouraging writing answers to comprehension questions Providing verbalvisual clues to develop words sentence paragraphs Encouraging children to write on self family pets and home etc (Giving extra time
for children writing in Braille) Providing examples of writing through a variety of examples Providing examples of wordsphrases (linkers) to indicate sequence such as lsquoandrsquo butrsquo etc Providing examples of written texts to familiarize with grammar in context Familiarizing children with rhyming words creating rhythm through a poem Providing a variety of contexts such as going for a picnic a fair etc and helping them
develop new vocabulary Learning Indicators (Progression) Writing Draws enthusiastically according to the context and writes a little name etc Uses proper spacing between letters words and sentences Writes familiar words phrases simple sentences in Braille or print Uses capital letters and punctuation marks eg Finally I dressed up and went to school Takes dictation of chunks of words eg items needed for class library Writes answers for textual questions after comprehension (Writing is linked to
reading) Writes wordssentence paragraphs with the help of verbalvisual clues eg Pictures of
flowers fruits animals etc and writes Writes descriptions narratives 5-6 simple sentences on personal experiences Describing any event place object eg Look at the fish tank and write three sentences what you see
Uses appropriate punctuation forms in a variety of written texts Writes rhyming words eg Day-bay mouse house etc Makes lists for various purposes eg Prepare a list for class picnic mat water bottle tiffin towel bag etc Contributes for the school magazine (drawing with caption etc)
Concern for Immediate Environment Curricular Expectations
Develop concern for immediate environment (both physical and social) through observation which leads to development of language skills in an integrated manner Pedagogic Processes
Providing opportunities to appreciate nature and drawing attention to its beauty and diversity and providing related vocabulary
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
Providing texts film clips pictures posters models (seenunseen) related to environment such as poems stories etc thus developing listening and reading eg This is a beautiful flower
Providing input amp encouraging expression in the form of short dialogue paragraph poem or song
Providing a variety of inputs on diversity all around (nature and society) (different leaves pictures of animals landscapes realia etc) and encouraging peer grouping
Providing situations to ask questions through topics related to concern for the immediate environment such as throwing garbage in bin not tearing paper etc
Providing audio ndash video input such as posters childrenrsquos films cartoons displays music songs etc for facilitating expression role play etc
Drawing attention towards diversity of language dress food festivals etc and providing newrelated vocabulary
Providing texts (seenunseen) and sensitizing the children towards gender equality and diversity among learners such as girls and boys going to school all children goinglearningplaying at school including differently-abled and introducing newrelated works
Learning Indicators (Progression) Concern for Immediate Environment Appreciates the diversity nature and responds through verbal and non - verbal
expression (body language speech drawing and writingsigns) in English and home languagesign language
Engages with new words related to environment Appreciates the ideas in the poemstory on natureenvironment eg Let us water the plants Expresses feelings about environment social issues through speechwriting in Englishhome languagesign language
Appreciates the idea of learning together and sharing with others Draws on diverse experiences and makes connections eg I read from this book and
my friend reads from Braille book Uses role play to express ideas on learning together (inclusive education) and
environment
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
ऩाठमकरभ सॊफॊधी अऩ ाएॊ बाषा - हहॊदी (का तीन )
सनना औय फोरना दसयो की फातो को धमान स सनना | अऩनी फात को कहन की कोसशश कयना |
दसयो की फात सभझ कय अऩन शबदो भ कहन की कोसशश कयना | छोटी कहानी कववता आहद सहज यिनाओॊ को धमान स सनना | छोटी कहानी कववता आहद को हाव बाव क साथ सनाना |
ऩढना औय सरखना
चितर दखकय अनभान कयत हए ऩढना
सरखखत औय भहदरत साभगरी को ऩढना |
ऩढ़ी गई फातो को सभझकय अऩन शबदो भ कहन औय सरखन की कोसशश कयना | ववसबनन सरोतो (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन
रगवज) स अऩनी ऩसॊद की साभगरी
अऩनी फात को सरखकय कहना | अऩनी कलऩना स छोटी कहानी कववता आहद सरखन की कोसशश कयना |
ऩरयिशीम सजगता
आसऩास की परकतत (ऩि-ऩौध भौसभ घयर ऩश-ऩी आहद)को दखना औय अऩनी याम फनाना |
घय की बाषा औय हहॊदी क फीि सॊफॊध फनान की कोसशश कयना | सीखन क तयीक तथा भाहौर सबी फचचो क सभािश को धमान भ यखकय ndash
अऩनी बाषा भ फातिीत कयन की आजादी औय अवसय हो जस ndash सभह भ एक ndash दसय क फाय भ कहना |
अऩनी फात कहन(बावषक औय साॊकततक भाधमभ स) क सरए परोतसाहहत हो|
अऩनी बाषा गढ़न औय उनका इततभार कयन क अवसय हो |
छोटी कहातनमाॊ कववताम अथवा फार साहहतम ततयानसाय साभगरी साइन फोडण होडडिग अखफायो की कतयन आहद ऩय ििाण क भौक हो |
सकरकरम होकय काभ कयन क सरए ततयानसाय ऑडडमो- वीडडमो साभगरी क उऩमोग क अवसय हो |
हहॊदी भ सन गई छोटी कववता कहानी आहद ऩय अऩनी बाषा भ सवार ऩछन क अवसय हो |
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
हहॊदी भ सनी गई छोटी सी कववता कहानी आहद को अऩन तयीक औय अऩनी बाषा भ सनान क अवसय हो|
ववसबनन परकाय की साभगरी (यीडड ॊग कानणय ऩोतटय दवाईमो क यऩय होडड ॊग फार ऩतरतरकाएॉ साइन रगवज) स अऩनी ऩसॊद की साभगरी ऩढन क अवसय हो |
ततयानसाय ऑडडमो- वीडडमो साभगरी योिक फार साहहतम ऩतरतरकाए अखफाय उऩरबध हो |
अऩना ऩरयवाय तकर भोहलरा खर का भदान गाॉव की िौऩार जस ववषम तथा अऩन अनबवो ऩय सरखकय एक दसय स फाॊटन क अवसय हो |
एक दसय की सरखी हए यिनाओॊ को सननऩढन औय उसऩय अऩनी याम दन उसभ अऩनी फात जोिन फढान औय अरग ndashअरग ढॊग स सरखन क अवसय हो |
फचिो दवाया अऩनी वतणनी गढ़न की परवतत को बाषा ससखन का हहतसा सभझा जाम | अऩनी फात को सजनातभक तयीक स असबवमकत कयन की आजादी हो |
आस ndashऩास होन वारी गततववचधमो घटनाओॊ (जस भय घय की छत स सयज कमो नहीॊ हदखता साभन ऩि ऩय फठी चिडिमा कहाॉ िरी गमी) को रकय सवार कयन क अवसय ऩय फचिो स फातिीत मा ििाण कयन क अवसय उऩरबध हो|
का भ अऩन साचथओॊ की फोसरमो ऩय ऩय गौय कयन क अवसय जस ndashआभ योटी तोता आहद शबदो की अऩनी फोरी गततववचध शबदो की रन ndashदन आऩसदायी की गततववचध क रऩ भ की जा सकती ह |
ऩाठमऩततक औय उसभ इतय साभगरी भ आम पराकततक साभासजक एवॊ अनम सॊवदॊनशीर भददो को सभझन औय उनऩय ििाण कयन क अवसय उऩरबध हो |
सनना औय फोरना
सनी अथवा ऩढ़ी यिनाओॊ की ववषम वतत घटनाओॊ ऩातरो शीषणक आहद क फाय भ फातिीत सवार ऩछतीऩछता ह | जस ndash इस चितर भ भछरी उि कमो यही ह |
सनी गई ऑडडमो ndashवीडडमो साभगरी ऩय फातिीत कयता ह| जस ndash फढी अमभा न झाि भाया तो िाॉद ऊऩय आसभान भ जाकय फठ गमा |
अऩन भन स कहानी कववता आहद फनान का परमास कयतीकयता ह | कहानी कववता अथवा अनम साभगरी को अऩनी बाषा भ कहत हए उसभ अऩनी कहानी
जोितीजोिता ह |
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
ऩढना ndash सरखना रचिकय यिनाओॊ को आनॊद रकय ऩढता ऩढ़ती ह | चितर औय सनदबण क आधाय ऩय अथण का अनभान रगाती रगाता ह |
अरग ndashअरग तयह की यिनाओॊ को सभझत हए ऩढन की कोसशश कयताकयती ह |
अऩनी ऩाठमऩततक स इतय साभगरी (अखफाय फार-ऩतरतरका होडडिगस आहद) को ऩढ़कय सभझता सभझती ह|
दखीऩढ़ी सरखखत साभगरी ऩय अऩनी याम दतादती ह |जस- भझ मह कहानी अचछी नही रगी |
ऩरयिशीम सजगता
अऩन आस ndashऩास होन वारी घटनाओॊ क परतत सजऻासा को सरखन की कोसशश कयताकयती ह |
ऩाठमऩततकभ औय का भ ववसबनन गततववचधमो फातिीत क दौयान अवसय सभरन ऩय अऩन घय की फोरी भ अऩनी फात कहताकहती ह | जस ndash भमभी क यई ह की वाक झौय भत फहठमो (तरिज बाषा )
ववसबनन पराकततक साभासजक एवॊ सॊवदनशीर भददो ऩय अवसय सभरन ऩय फातिीत कयताकयती ह | जस- फाधान ऩय हभाय भोहलर भ बी ऩानी बय गमा ह|
ऩततक कोनाऩततकारम स अऩनी ऩसॊद की करकताफ तवमॊ िनकय ऩढ़तीऩढता ह | अऩन साभानम औय ववशष अनबवो को सरखता ह | जस घय स तकर क यातत भ कमा-
कमा दखा गभी की छहिमो भ कमा कमा करकमा आहद| कववता मा कहानी ऩढ़कय उसक फाय भ ऩछ गम परशनो का उततय सरखना
अऩनी कलऩना स कहानी कववता ऩतर आहद सरखत ह| जस ndashभन कयता ह कोमर फनकय कह कह भ बी गाऊॊ
आस ऩास भौजद ऩरयसतथततमो क फाय भ सवार कयताकयती ह | जस ndash भय घय क ऩास किा कमो ह |
ऩाठमऩततक क ववसबनन ऩाठो भ आम सॊवदनशीर भददो ऩय असबवमसकत भौखखकसरखखत रऩ स कयती ह |
अऩनी फात कववता कहानी को सजनातभक तयीक स सरखत ह |
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
What are the learning indicators of EVS Learning Broadly the EVS learning is around ten processes as mentioned below Thus the
nature of learning indicators in EVS is process based In order to understand the nature of complexity class III to IV IV to V suggestive
examples have been given along with each indicator 1 Observation and Reporting ndash Explores shares narrates and draws picture-reading makes pictures collects and records information tables and maps 2 Discussion ndash Listens talks expresses opinions finds out 3 Expression ndash Expresses through gestures body movements expresses verbally expresses through drawingwritingsculpting expresses through creative writing 4 Explanation ndash Reasoning makes logical connections describes eventssituation formulates onersquos own reasoningrsquos make simple gestures thinks critically and makes logical connections 5 Classification ndash Identifies objects based on observable features identifies similarities and differences in objects sortsgroups objects based on observable features Compares objects and classifies them based on physical features 6 Questioning ndash Expresses curiosity asks questions raises critical questions frame questions 7 Analysis ndash defines situation event identifiespredicts possible causes of any eventsituation making hypotheses and inferences 8 Experimentation ndash Improvises makes simple things and perform simple experiments 9 Concern for Justice and Equality ndash Sensitivity towards the disadvantaged or differently abled shows concern for environment 10 Cooperation ndash Takes responsibilities and takes initiatives shares and works together with empathy Learning Indicators in EVS for Primary Level (Class III) Observation and reporting Observes and explores environmental objectsplantsanimalslocal transports in the immediate surroundings Eg ldquoidentifies names of objects local plants animals transport and shelters etc in their own languagerdquo
Shares and reports her observations on the collected informationobjectsvisited place through various ways Eg ldquoshares brief details of plants (part) animals food item eaten in the family local games local transport nearby park gardenfield post office market in their own language orallyrdquo
Draws simple designs drawingspatterns that have been seen on different objects at homeschool with the support of elders Eg ldquodraw floral designs pattern of leavescircle square triangles and colour themrdquo
Appreciates and reflects on her observations work done by self and others Eg ldquoReading and enjoying signboards pictures posters in the locality school (shops name posters name posters related to prevention of disease notice board etc) and reflects on them verbally or through gesturesrdquo
Involves in group discussions related to the problems seen in immediate surroundings Eg ldquowastage of water littering and throwing garbage use of plastic bags food wastage in the family need for bridges kind of houses etcrdquo
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
Listens to others experiencesideas in group discussion on the problems themes related to immediate surroundings Eg ldquowhere do their family get water who fills water in the family do their family discriminate in the communitypublic placesrdquo
Shares experiences verbally and accepts feedback given by peers group on her work Eg lsquoWater in Our Lifersquo and narrating onersquos own experiences of where she has seen people wasting water such as while cleaning the houses utensils clothes vehicles and reflects her viewsrdquo
Reflects on others workviews in a group Eg ldquosuggests how can the use of plastic bags can be reduced how to dispose garbage in the localityrdquo
Expresses onersquos feelings ideas through orally verbally form in a creative writing exercise on ndash ldquoIf I could fly like a birdrdquo she can describe her own ideas creatively where would I like to go She describes how does she interact with family as well as others who cannot see speak or hear How does she help them with their work
Uses appropriate languagegestures to show care respect and accept the people as they are
Expresses viewsopinion on problems related to day to day life and misuse of environmental resources Eg ldquo reduce wastage of food water in schoolfamilyrdquo
Creates designs by using variety of material by using fallen dry leaves flowers clay and pebbles etc
Makes her own guesses and gives her own reasoning on any eventsituation in day-to-day life eg ldquohow many hand spans will cover the tabledeskrdquo ldquoWhere do animals drink water other than the petsrdquo ldquoHow many mugs of water are required to fill a bucketrdquo
Explains the relationships of self with other members of the family and depicts through drawings and written language Eg makes family tree(depicting only two generations (fathergrandfather)
Identifies objects plants animals food items based on their observable features in the surroundings
Engages actively in sorting the objects by onetwo observable features at a time Eg ldquosorting objects on the basis of onetwo visible features at a time eg (size colour shape texture etc classify leaves on the basis of their smell colour shapes texture)rdquo
Groups objectsanimalsplants according to similarities in relation to their appearancehabitatfoodmovement Eg ldquolooking for similarities and differences in different ways of cooking ndash like frying roasting steaming Sorting things that are made from rice and wheat
Classifies objectsanimalsplants according to differences in relation to their appearance habitat foodmovement Eg ldquoMaking a list of foods that one often eats such as dals vegetables rice soup water roti biscuits sambhar tea and then sorting these into solids and liquidsrdquo
Expresses curiosity on any phenomenon eventcelebration at homein the immediate surroundings Eg ldquorainbow and cloud formation customs followed in familyrdquo a) Asks questions that demonstrates a range of thinking skills (what why where) eg ldquoWhy do we not eat all the vegetables throughout the yearrdquo ldquoWhy does my four-month old sister only drink milkrdquo b) Generatesframes questions on her own on familiar objectsanimalsplants and events in the immediate surroundings eg ldquofrom where do Plants get waterrdquo Where do lizards go in winter ldquoWhat happens if there are heavy rainsrdquo ldquoHow is rain both good
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
and bad for the environmentrsquo What will happen if birds could not fly but only walk on their feet ldquoWhy dalsseeds are soaked before cooking why round smooth pebbles are found near the river side how grass and small plants grow on their own without being planted by anyonerdquo Reflects critically on various issues of social and cultural discrimination (Related to working children girlswomen elderly and differently abled) Defines situation or events in her simple language Predicts and identifies probable reasons of any eventsituationphenomenon seen observed Eg ldquo predict that a ten spoonful of water would fill a bowl or identifies why do a wet surface would dry more quickly when exposed to windrdquo Makes simple inferences (reasoning) Eg ldquo between the shapes and size of vessels and the water stored in them eg Taking vessels of different shapes and sizes and predicting and testing which one contains moreless water etc Creates simple objects (claylocally available material ) and engages in hands on activities through pictorial instructions or with the support of elders
Eg ldquoimprovisingmaking a toy-train from empty matchboxes simple jigsaw puzzle using cardboard creating pictures of different animals with dried leavesrdquo
Tries outmanipulate with the given materialobjects hands on activities with the support of eldersindependently eg putting water in various containers to demonstrate water takes the shape of any container flows down and feels wet
Develops sensitivity towards plants animals environment needs of differently-abled children and learns to express feelings in different ways
Expresses concern for equality and for justice for disadvantaged group of society and gives her own opinion
Avoids wastage of material and suggests ways for reuse of material in day to day life Shows no biases in behavior (Egldquo sitting eating working sharing with all irrespective
of traditional and cultural biasesrdquo Engages in group work and share things with peers Accept responsibility for age appropriate tasks Eg ldquoturning off the lights when not in
use not wasting paper throwing litter in the binrdquo organizing belongingsrdquo Expresses empathy for others Eg ldquoExtend helpssupport to friends when requiredrdquo Follows rules made for games or other collective tasks undertaken in the schoolhome Works with others to solve problems eg children are asked to turn to the child next to
them and work cooperatively in answering a question solves a problem by working with others sharing ideas and testing the solutions
Shows some responsibility for hisher own health and the health and well being of others Eg ldquopractices good personal hygiene and cleanliness discusses healthy habits and practice self-control by abstaining from actions that harm onersquos self as well as othersrdquo
Creating and utilizing school environment for group learning Eg ldquo takes a pollution walk gathering examples of litter and trashrdquo
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
CLASS III MATHEMATICS
Conceptual Area Pedagogical Processes Learning Indicators
SHAPES AND SPATIAL UNDERSTANDING Creates shapes
through paper folding paper cutting Identifies 2-D shapes
Describing the various 2- D shapes by counting their sides corners and diagonals
Draw some 3-D objects Make shapes on the dot-grid using straight and curved lines Tiles a given region using a tile of a given shape
Distinguishes between shapes that tile and that do not tile
Conduct activities with individual child and group of 3-4 children for folding paper for more than two types
Let the children discuss and identify the figures that are formed by the crease on opening the paper
Discussing various shapes ( 2-D and 3- D) available in the surroundings of the child and their characteristics by involving children in identification of the specific characteristics of every shape
Drawing childrsquos attention towards various similarities and differences in two and three dimensional shapes while they are sorting and classifying them This will help them in associating various shapes with names like squares rectangles triangles cube cuboids cone cylinder sphere etc
Giving idea of straightness and curvedness from the objects like edge of a tumbler edge of a booknotebook table etc involve children in exploring the other properties of shapes like edges corners etc Conducting activities involving children in drawing straight and non straight lines by tracing the edge of a 3-D shape on paper Engaging children in making sceneries pictures and drawings focusing on shapes made up of straight and curved lines Conducting activities with children to draw various shapes using a dot grid
Child identifies rectangles triangles and other rectilinear shapes formed by the crease of paper on folding it
Indicates understanding of 2-D shapes on the basis of number of sides corners and diagonals straight and curved edges etc
Demonstrates shapes like book glass bottle chalk box ball as 3-D shapes and gradually attempts to associate them with standard names like cuboids sphere cone cylinder
Explores observable properties of 3-D shapes like flat and curved surface edges corners etc
Groups objects on the basis of shapes (cone cylinder balls etc as they have curved surface) and other observable properties
Demonstrates her ability to differentiate between 2-D shapes (like square rectangle etc) and 3-D shapes (cone cylinder sphere etc)
Uses different ways of drawing straight line by paper folding straight edge straight string with free hand and with free ruler
Cites different examples to show the understanding of difference between straight and curved lines
Make free hand drawing of horizontal vertical and slant lines Draws shapes of her liking by using straight and curved lines on a dot grid
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
NUMBERS AND NUMBER OPERATIONS Reads and write 3-digit numbers Expands a number using place value Counts in different ways starting from any number Compares numbers Forms greatest and smallest up to three digit numbers using given digits
Involving children in reading numbers written on a number chart and other places in and outside classroom
Engaging child in activities of counting large number of objects from her surroundings Encourage them to make equal groups while counting After building an adequate understanding of grouping objects in hundreds tens and ones involve them in writing the number
Organise group activities to compare number of objects in two collections ( having groups of tens and ones) by one to-one correspondence Children should be encouraged to find their own ways of comparing the collections eg using the sequential order of numbers
Devises ways of counting the given number of objects by grouping them in groups of 2 3 4 10 objects from her immediate environment and expresses the number as per her own understanding
Attempts to read and write any given number (up to 999) and associate a given collection with a number and vice-versa
Demonstrates strategies of comparing two numbers using sequential order of numbers using size of a number using the place values of digits etc Devises ways of writing a number when a group (hundreds tens or ones) is missing
Addition and subtraction Adds and subtracts three digit numbers (with and without regrouping) Solves problems using Addition and Subtractions
Engaging child in adding andor subtracting two numbers written vertically or horizontally
Let the children devise their own ways of addition by using their understanding of addition on 2-digit numbers
There are a lot of situations in childrsquos daily life where addition and subtraction of numbers up to three digits happens
Let the child analyse the given situation and solve it by addition and subtraction
Involve children in reading given problems and discussing what is given what is to be found Let children work out their strategies to find the unknown from the known
Organising selling buying situation in classroom where lot of addition and subtraction of money is involved using play currency notes up to Rs 1000
Encouraging children to use alternative strategies for finding
Adds and subtracts 3-digit numbers by using different strategies like using the concrete objects in bundles of hundreds tens and ones or by standard algorithms or by her own algorithm but mathematically correct process
Analyses and describes a problem in mathematical terms and finds the given and unknown data
Finds the strategies to reach unknown from the known Solves problems using addition andor subtraction with and without regrouping
Uses estimation in verification of sum and difference of twothree digit numbers
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
total and balance without using pen and paper
Multiplication Multiplies two numbers using standard algorithm and lattice multiplication algorithm Understands concept of division Applies multiplication andor division to solve conceptual (daily life) problems
Providing small hints to reach to the situation where child says 2+2+2+2+2 can also be called as 5 times 2
Activities to write multiplication facts (times tables) by repeated addition and later on by observing patterns
Activities to explore ways of multiplying two digit numbers Avoid telling the standard algorithm at the first instance
Children may devise their ways of multiplying first the tens and then units or other creative ways Solving variety of problems on multiplication to master different algorithms and strategies
Appreciates the use of multiplication for repeated addition
Explores the multiplication facts of 2345 and 10 by different ways like repeated addition skip counting
identifying and continuing pattern hellip Develops different algorithms to multiply two digit numbers
Division Explains the meaning of division from context of equal sharing and grouping Relates division with multiplication Completes division facts by grouping and by using multiplication tables
Creating situations of equal sharinggrouping of objects and exploring ways of describing it mathematically
Conducting activities to explore division facts in different ways like repeated subtraction inverse of multiplication pattern recognition etc
Involving children in discovering their own ways to solve a problem involving division of two digit numbers
Conducting practice activities to help children master algorithms and appreciate the standard algorithms given in books
Explores ways of equal grouping sharing distribution
Understands division as another way of equal grouping sharing distribution Performs division by grouping using multiplication tables
Shows her understanding of division of two digit numbers in equal distribution of money to number of persons
Money Converts Rupee to Paise using play money Adds and subtracts amounts using column addition and subtraction without regrouping Makes rate charts
Involving children in groups andor individually to make play currency notes of different denominations
A set of such actual notes can be shown to them for the activities Creating simple selling and buying situations in classroom and let children play with their play money
Providing small hints to solve situations of transacting money
Demonstrates use of numbers in identifying and making currency notes of different denominations
Appreciates the use of money in day-to-day buying and selling situations
Attempts to make small amounts of money by using notes of different denominations in different ways
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
and bills and finding balances Encouraging children to make estimates of how much money required what will left etc and then to actually verify their estimates
Discussions may be held within and across the groups to find out the ways to refine their estimates
Encouraging children to be critical observers of money transactions while they accompany parents and others for shopping
Describe ways to find balance amount out of a given amount after the purchase of about 100 rupees
Establishes relationship between rupee and paisa Devises ways of adding and subtracting amounts in daily life activities
Estimatesapproximates the money required and money obtained in balance in simple buying situations
Measurement Length Appreciates the need for a standard unit Measures length using appropriate standard units of length by choosing between centimeters and meters Estimate the length of given object in standard units and verifies by measuring Uses a ruler Relates centimeter and meter
Organising discussions among children to showcase their understanding about measuring various things including lengths and distances and other quantities
Creating situations when children get opportunities to measure in their own ways and resolve conflicts if any aroused due to use of non uniform units
Providing hints during discussions so that children can appreciate that a unit is required for measuring anything Involving children in devising various units that can remove the confusion and be used by all in a particular context
Providing children units of centimeter and meter to measure various objects so that children can relate centimeter and meter
Attempts to resolve conflicts on lengthsdistances by using body parts and other non uniform units like hand span etc(non standard units)
Devises ways of making uniform units for measuring lengthdistances
Uses her vocabulary to appreciate meter as a standard (uniform) unit of length
Demonstrates ways of measuring smaller distances using a meter scale
Appreciates the division of one meter into centimeters to measure relatively smaller lengths
Mass Weighs objects using nonstandard units Appreciates the conservation of weight Volume Measures and compares the capacity of different containers using non-standard units Appreciates the conservation of
Encouraging children to make out their meaning about the standard units of measurement they have in their vocabulary like a liter of water kilogram and gram etc
Let the children appreciate sub units to measure smaller and bigger quantities like meter-centimeter kilogram-gram litre- millilitre etc
Involving children in speaking about their own daily experience of measuring liquids and
Describes ways of comparing and quantifying mass(es) of common objects
Uses simple balance to compare weights of common objects Uses non-standard units like small stones and other such objects available in childrsquos vicinity
Understands that objects with different shapes and sizes may have same
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
Volume comparing the sizes of different containers Providing opportunities to children to relate various units and sub units and use their conversion in solving contextual problems
weights Estimates capacities of
different containers and tries to order them as per their capacities Shows the ability to compare the capacities of different containers in terms of non-standard units (like mugs spoons etc)
Understands general terms of measurement like liter for measuring volume and capacity
Appreciates the conservation of volume like same amount of liquid seems to be more and less on pouring in to narrow and wide containers respectively but is same in quantity
Time Reads a calendar to find a particular day and date Reads time correct to the hours Reads calendar to find a particular date and day
Organising discussions and short stories on the vocabulary children have about time and calendar
Encourage children to tell the time elapsed time required to complete a task etc
Conducting groupindividual activities to introduce the idea of measuring a day in hours months in days and year in months
Providing opportunities for reading a clock and a calendar Initiating
discussion in the classroom and encourage children to find other ways of measuring a day month and year
Shows the understanding of shorter and longer duration of different activities performed or to be performed
Uses her experiences and talk of the people around him to express sequence of seasons in her own situationenvironment Attempts to read the clock and tells the time correct to hour
Demonstrates the skill of reading the calendar to find a particular
day and date ie finds the day corresponding to date from the calendar
Data Handing Record data using tally marks Collects data and represents in terms of pictograph choosing appropriate scale and unit for
Organising activities and providing opportunities to record information in numbers by using tally marks and to draw inferences or make decisions out of it For example in organizing a New Year party how many pieces of different types would be required for class decoration
Attempts to record information in her own ways
Realizes problems in interpretation of information
Devises ways of representing information to make it more clear and easy
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
display through pictographs Draw conclusions from the data by discussing with the teacher
Involving children in discussion to highlight the importance of recording of information
Creating situations where in child uses her ways to record and present the information in a meaningful manner like number of students present in days of a week number of family members each of her friends have number of children whose name starts with particular letters etc
Giving opportunities to children for exploring ways of recording and presenting data and draw inferences from the data
to understand and interpret ie uses tally marks to record large number of data
Participates in discussions with others to draw inferences from the recorded information
Patterns Identifies simple symmetrical shapes and patterns in hisher surroundings Make patterns and design from straight lines and other geometrical shapes Identifies patterns in the numerals for odd and even numbers and in adding odd and even numbers
Involving children in recognition and extension of patterns they come across in daily life experiences These are required to be recorded and interpreted For example different number patterns like 246hellip 10203040hellip and patterns of shapes found on tiles and border designs on sarees shawls etc
Organizing group activities where children can create and discuss patterns Group discussions could be followed by presentation of the patterns that have been found in front of the whole class
Identifies simple patterns right from school activities to home like pattern in coming to school to going back patterns in numbers and shapes patters in tiles and designs etc
Understands the patterns of even and odd numbers commutative of addition and multiplication of numbers multiplication of numbers by 1 adding 1 to numbers etc
